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Volume 121, Number 6, 2019

Featured Articles
by Mariana Souto-Manning
Mariana Souto-Manning's introduction to the June 2019 issue of TCR.

by Lauren Anderson
This article draws on a racial capitalism lens to frame teacher education as a new “frontier” for privatization, to problematize teacher educators’ participation alongside entrepreneurs in disruptive innovation, and to consider the implications of such partnerships for public education and for the professions of teaching and teacher education.

by Mariana Souto-Manning & Jessica Martell
In this article, a university-based teacher educator of color and an early childhood teacher/teacher educator of color unveil the complex sociospatial dialectic of teacher education across settings. They share findings from a three-year collaborative study in which they worked to disrupt the traditional physical, pedagogical, and relational locations and boundaries of teacher education critically and collaboratively, intentionally working to interrupt how teacher education is implicated in the re-production and maintenance of racial injustices.

by Ilana Seidel Horn & Britnie Delinger Kane
In this analytic essay, Horn and Kane critique what they call the Professional Language Project—efforts to professionalize teaching through the infusion of technical terms alone. Using sociolinguistics and practice theory, they draw on studies of teachers’ workplace talk to question the premises of this work.

by Dorinda Carter Andrews, Tashal Brown, Bernadette Castillo, Davena Jackson & Vivek Vellanki
In this article, the authors theorize a humanizing pedagogy for teacher education and propose core tenets that represent an individual and collective effort toward critical consciousness for preservice teachers and also for teacher educators. A humanizing pedagogy in teacher education is a way forward for developing asset-, equity-, and social justice-oriented teachers.

by Manka Varghese, Julia Daniels & Caryn Park
This conceptual article examines how race-based caucuses in one university-based teacher education program attempt to shift candidates’ understandings of their racialized selves as related to their teacher identities, invoking the significance of emotions, emotion labor, and criticality.

by Thomas Philip
In this article, I develop the concept of principled improvisation: improvisation that is purposefully oriented toward justice and that accentuates each moment of teaching as political, ethical, and consequential. I describe the design of a learning environment for preservice teachers that was organized around principled improvisation and demonstrate its unique affordances for particular forms of novice teacher learning.

by Jamy Stillman & John Beltramo
This article reports on an ethnographic study that explored the development of asset-oriented teacher educators through their three-year participation in situated adaptations of two critical pedagogical approaches: Freirean culture circles and Boalian theatre. The article argues that these approaches offer special promise for facilitating teacher educators’ learning about the contingent and critical work of asset-oriented teacher education, and, in doing so, provide fertile ground for transforming the field.

 
Book Reviews
There are no Book Reviews for this issue
Commentary
by Christine Sleeter
This commentary distinguishes among a technical approach, an inquiry approach, and a relational approach to learning to teach.

by Keffrelyn Brown & Anthony Brown
This commentary takes up the question, "Does teacher education matter?" and points to the necessity of centering sociocultural considerations when doing teacher education, equitably and in a just way.

by Kenneth Zeichner
This commentary argues that teacher educators must go beyond talking about social justice and model the decolonial pedagogies that they advocate for teacher candidates.

by Kris Gutiérrez
This commentary on the special issue considers the urgency of countering prevailing ideologies and practices that sustain oppressive education.

by Alfredo Artiles
The commentary highlights the main ideas of the special issue and outlines the potential contributions of intersectionality to the study of practices in teacher education.

Editorials
There are no Off The Record or Editorials for this issue
 
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