Transformative Pedagogies for Teacher Education

Critical Action, Agency and Dialogue in Teaching and Learning Contexts

Edited by:
Ann E. Lopez, University of Toronto
Elsie L. Olan, University of Central Florida

A volume in the series: Transformative Pedagogies in Teacher Education. Editor(s): Ann E. Lopez, University of Toronto. Elsie L. Olan, University of Central Florida.

Published 2019

This is the second book in the series Transformative Pedagogies for Teacher Education. Like the first book in the series it is geared towards practitioners in the field of teacher education. This second book focuses on action, agency and dialogue. It features chapters by a collection of teacher educators, researchers, teacher advocates and practitioners drawing on their research and experiences with teacher candidates to explore critical issues in teacher education.

The book will be useful to teacher educators working with teacher candidates in different contexts, particularly diverse contexts. Given demographic shifts and the need for educators to respond to growing diversity in schools, educators will find valuable strategies in Transformative Pedagogies in Teacher Education: Critical Action, Agency and Dialogue in Teaching and Learning Contexts they can implement in their own practice. In addition to valuable strategies, authors explore different approaches and perspectives in teacher education in the preparation of teacher candidates for a changing world. Critical notions of education are posited from different perspectives and locations.

This book will be useful for schools, school boards and districts engaging in ongoing professional development of teachers. It will also be of value to school leaders and aspiring leaders in principal preparation programs as working with new teachers and teacher educators is an integral part of their role.

About the Series, Ann E. Lopez and Elsie Lindy Olan. Series Foreword, Christine Sleeter. Preface, Ann E. Lopez and Elsie Lindy Olan. Acknowledgments. Understanding Student Diversity Through Intersubjectivity: Introducing Lesson Study in Teacher Education in Norway and the United States, Nina Helgevold and Aki Murata. Examining Efficacy of Equity Education: Challenging Uncritical and Laminated Notions of Equity in Teacher Education, Ann E. Lopez. Secondary Preservice Teachers Exploration of Inclusive Education: Transformation in Urban Elementary Classrooms Engaged With a Transdisciplinary Science, Technology, Engineering, and Mathematics (STEM) Initiative, Jennifer Lock and Petrea Redmond. Integrating Learning Spaces: Understanding Conditions That Enable Transformational Shifts in Teacher Education Programs and Practices, Lisa J. Starr and Kathy Sanford. Rethinking the intersectionality of the Zone of Proximal Development: The Challenges of Disruptive and Transformative Change to Improve Instruction, Enrique Puig. Fidelity of Practice: The Challenge of Transformative Change in Teacher Professional Development, Mary Hutchinson and Xenia Hadjioannou. Experience of Transformation: Educator Perspectives, Amanda Jo Cordova, Encarnación Garza, Jr. and Juan Manuel Niño. Critically Compassionate Intellectualism in Teacher Education for Social Justice, Amy Rector-Aranda. Enacting Social Justice Colloquia as a Key Component of a Transformative Teacher: Education Program, Todd S. Hawley, Lisa A. Borgerding, and Kristine E. Pytash. Self-Study as a Transformative Methodology and Pedagogical Practice in a Writing Workshop, Elsie Lindy Olan. Vulnerability Starts With Myself: Bilingual Teacher Educator Identity as Pedagogy, Blanca Caldas Chumber. Transforming Teacher Education: Nurturing Innovative Pathways of Collaboration Essential to Democratizing Teacher Education, Edward Podsiadlik and Michelle Parker-Katz. We Don’t Do This Work Alone: How Practitioner Demos Develop Digital Praxis in Teacher Education, Cherise Martinez-Mcbride, Lanette Jimerson, and Jabari Mahari. About the Authors.