Critical Approaches for Teacher Residencies

Dreaming New Ways Forward in School, University, and Community Entanglements
1. Auflage 2025
ISBN: 978-1-032-89166-8
Verlag: Taylor & Francis Ltd

Buch, Englisch, 298 Seiten, Format (B × H): 152 mm x 229 mm

Reihe: Routledge Research in Teacher Education

This book asks whose histories, knowledges, struggles, sorrows, joys, dreams, and expertise matter in teacher education and teacher residencies. It conceives of teacher residencies as a space for the multiplicity of voices and experiences needed to create opportunities for more democratic education and explores how this might be achieved despite the ways in which schools have become both more politicized and standardized in recent years. It argues that this work will not happen in silos, but in community. As such, it showcases residency programs and program providers that have embraced a critical turn in residency work, as well as the voices and perspectives of critical community co-conspirators and the youth being served. Chapters examine geo-socio-historical and political contexts, the democratic and participatory nature of residency work, critical theoretical frameworks, and learning as liberation.

Advocating for a critical turn in teacher residency programming and research, this book provides research interventions, practical tools, and residency models that emphasize criticality in teacher preparation. It offers valuable insights for researchers interested in democratizing teacher education.

Zielgruppe

Academic and Postgraduate

Autoren/Hrsg.

Davis, Camea

Albright, Thomas

Behm Cross, Stephanie

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung
• Sozialwissenschaften Politikwissenschaft Politische Systeme Demokratie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Geisteswissenschaften Philosophie Sozialphilosophie, Politische Philosophie
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

Section 1: The Critical Turn in Teacher Residency Work Introduction: The “Critical” Turn in Teacher Residencies 1. Freedom Dreaming: An Abolitionist Teacher Residency 2. Enacting CritPartnership: Centering Criticality in a Teacher Residency Program 3. Radical Residencies for Anthropogenic Times 4. Curriculum Theorizing, Thirdspace, and the Critical Turn of Teacher Residency Programs Section 2: Residency Models – People, Process, and Purpose 5. Three Approaches to Teacher Residencies: A Critical Turn? 6. One City One Goal: The Origin, Intentions, and Impact of Community-Based Collaborations in Teacher Education 7. Building a Village: Examining the Transformative Potential of TVI Teacher Residency for Black Male Pre-Service Teachers 8. Mentorship, Advocacy, and Evaluation: Preparing Equitable, Antiracist, Antiableist, and Justice-Oriented Teachers and Transforming School Communities Section 3: Criticality, Community, and Connectivity 9. Connecting Community Through Critical Residency Work 10. Building an Equity Toolbox for Teaching Elementary Mathematics: Using Rubrics and Apps for Generative Disruption 11. “We Wanted to Be Brave”: Co-Creating Spaces for Multi-Directional Learning in a Teacher Residency 12. New-But-Old: Atlanta Streets Come A-Live Conclusion: The Critical Dimensions of Teacher Residency Work Appendix A: Questions for Consideration

Über Autor(innen)

Thomas Albright is Research Assistant Professor in the Department of Middle and Secondary Education at Georgia State University, USA.

Stephanie Behm Cross is a Professor in the Department of Middle and Secondary Education at Georgia State University, USA.

Camea Davis is the Director of Equitable Research Practice Partnerships at the Research Partnership for Professional Learning, USA.