Sticking points: Sites for developing capacity to enact socially just instruction |
| |
| Institution: | 1. Department of English, Illinois State University, Normal, IL, 61790-4240, USA;2. Department of English, Missouri State University, 901 S. National Avenue, Springfield, MO, 65897, USA;1. University of Maryland, 2311 Benjamin Building, College Park, MD, 20742, USA;2. The Ohio State University, 217 Arps Hall, 1945 N. High Street, Columbus, OH, 43210, USA;1. Cato College of Education, University of North Carolina, Charlotte, USA;2. College of Education and Human Development, Texas A&M University, USA |
| |
| Abstract: | Preparing preservice teachers (PSTs) to enact socially just instruction, especially in fieldwork contexts, remains a challenging, understudied goal addressed by this research. Analysis of data from two qualitative studies reveals how Daybook conversations served as pedagogical and discursive spaces that helped PSTs negotiate conflicts, or sticking points, which emerged in their fieldwork. Their rehearsals during these conversations enabled PSTs to create space for instructional experimentation to enact socially just instruction. The article offers possibilities for modeling with and for PSTs how their teaching can work to disrupt systems of inequity across relationships, diverse teaching contexts, and time. |
| |
| Keywords: | Social justice Teacher education Discourse Fieldwork Sticking points |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
