A Commitment to Socially Just Teacher Preparation: Novice Teacher Educators’ Reflections on Participation in a Community of Practice

Document Type

Article

Publication Date

2017

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.

Publication Title

SRATE Journal

Volume

26

Issue

2

First Page

9

Last Page

16

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Rights Statement

In Copyright