Introduction—Entering, Preparing for, and Leaving the Teaching Profession

Reformers want to take over teacher education, privatize it and control the curriculum, to rid it of social justice perspectives, of coursework that focuses on foundations of schooling, and of methods of teaching English learners and other special needs children and youth. Shanan Fitts and Lisa Gros...

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Bibliographic Details
Published inTeacher education quarterly (Claremont, Calif.) Vol. 39; no. 4; pp. 3 - 5
Main Author Faltis, Christian J.
Format Journal Article
LanguageEnglish
Published San Francisco California Council on Teacher Education 22.09.2012
Caddo Gap Press
Subjects
Beliefs
Children
Educational Policy
English as a second language learning
Language diversity
Language teaching methods
Learning
Learning Theories
Marshall, Susan
Professional development
Professional Development Schools
R&D
Research & development
Student teachers
Teacher Characteristics
Teacher education
Teacher Educators
Teaching methods
United States > US
California
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Summary:Reformers want to take over teacher education, privatize it and control the curriculum, to rid it of social justice perspectives, of coursework that focuses on foundations of schooling, and of methods of teaching English learners and other special needs children and youth. Shanan Fitts and Lisa Gross examine the extent to which pre-service teachers enrolled in an introductory course dedicated to covering topics related to ethnic and language diversity and who participated in an afterschool program influenced their beliefs about, and affirmation of, and practices for Latino English learners.
ISSN:0737-5328