Abstract
Through reflective narrative, we present our experiences in a Community of Practice (CoP) committed to teacher preparation for social justice. First, we discuss the CoP's origination and then reflect upon how our participation informed our practice as novice teacher educators. Specifically, we propose that novice teacher educators' participation in a CoP may further cultivate an inquiry stance and inform evolving identities as teacher educators for social justice. Additionally, we posit the value of establishing CoPs as a collaborative think-space to problematize practice for all teacher educators striving to bring a social justice stance to their work.
| Original language | American English |
|---|---|
| Pages (from-to) | 9-16 |
| Number of pages | 8 |
| Journal | SRATE Journal |
| Volume | 26 |
| Issue number | 2 |
| State | Published - 2017 |
| Externally published | Yes |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 10 Reduced Inequalities
Keywords
- Reflection
- Teacher Educator Education
- Beginning Teachers
- Participation
- Communities of Practice
- Social Justice
- Teacher Educators
Disciplines
- Education
Fingerprint
Dive into the research topics of 'A Commitment to Socially Just Teacher Preparation: Novice Teacher Educators’ Reflections on Participation in a Community of Practice'. Together they form a unique fingerprint.Cite this
- APA
- Standard
- Harvard
- Vancouver
- Author
- BIBTEX
- RIS