Empowering Teachers for Equitable and Sustainable Education

Action Research, Teacher Agency, and Online Community
1. Auflage 2024
ISBN: 978-1-032-69926-4
Verlag: Routledge

Buch, Englisch, 290 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 577 g

Reihe: Routledge Research in Teacher Education

This groundbreaking book uses a comprehensive study of a novel Master of Education program to showcase how teachers can be engaged in authoritative equity-based research, using comparative education theory, inquiry-based pedagogy, and the UNESCO SDGs as powerful frameworks. By developing agency to advance culturally sustaining and humanizing practices, it demonstrates how teachers can promote equity in their classrooms and communities. The central premise of the program is that teachers must become comparative, global, and local action researchers to have agency in their practice and to become effective advocates for the cultural and learning needs of their students, especially those in disadvantaged contexts or “learning at the bottom of the pyramid.” By learning comparative framing and social science methods, reviewing the literature to select verifiable educational research, and developing and implementing a plan for action research, this book offers new ideas for how teachers can effectively respond to recent UNESCO calls to reimagine and create promising futures locally. By providing formative and summative evidence of culturally and socially transformative learning, and showcasing how teacher educators can engage teachers in authoritative justice-inquiry-based research, this book will appeal to scholars, faculty, and researchers of comparative education and teacher education, and development.

Zielgruppe

Academic and Postgraduate

Autoren/Hrsg.

Tatto, Maria Teresa

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung

Inhaltsverzeichnis

Part 1. Learning to Advance Equitable and Sustainable Education in An Online Graduate Program 1. Empowering Teachers for Sustainable and Equitable Oriented Education: Program Philosophy, Theoretical Bases, and Pedagogy 2. The Curriculum: Course Organization, Assignments, and Outcomes  Part 2. Exploring Learning Environments in Primary and Secondary Education 3. Exploring the Relationship Between Communication, Curriculum, and Learning Outcomes During Virtual Learning in a Primary School in Kuwait 4. Implementing Social-Emotional Learning in a U.S. Primary School: Teachers’ Access to Training, Resources, and Collaboration 5. Integrating Technology and Access to Digital Literacy in Secondary Education in British Columbia: An Action Research Case Study 6. Examining Postcolonialism in Secondary English Curriculum in Hawai'i: A-One Teacher Self-Study 7. Implementing Cultural Pluralism and Classroom-based Multicultural Democratic Education: Examples from a Utah High School  Part 3. Exploring Learning Environments to Procure Equitable Access to Relevant Skills for Decent Work  8. Exploring Factors Impacting Female Underrepresentation in STEM in New Taipei City: Self-Efficacy, Interest, and Expectations 9. Exploring Soft Skills Attainment and Workplace Readiness Among South Texas Secondary School Students  10. Developing Inclusive Pedagogy: How Pre-Service Teachers are Prepared to Support Culturally and Linguistically Diverse Student Learning 11. Developing Cultural Pluralism in Adult English Language Learning Education: Toward a More Inclusive Classroom  Part 4. Final Thoughts on Equity, Sustainability, and the Future of Teacher Education and Development 12. Final Thoughts on Equity, Sustainability, and the Future of Teacher Education and Development

Über Autor(innen)

Maria Teresa Tatto is Professor in the Division of Educational Leadership and Innovation, and Southwest Borderlands Professor of Comparative Education at Mary Lou Fulton Teachers College, Arizona State University, USA.

Lindsey Brown is a graduate of Arizona State University’s M.Ed. Global Education program, USA, and a PhD student at Mary Lou Fulton Teachers College, Arizona State University, USA.