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024 7 _a10.1163/9789004388192
_2DOI
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082 0 4 _a370.71/1
_223
100 1 _aHayes, Cleveland,
_eauthor.
245 1 0 _aThrough the fire :
_bfrom intake to credential : teacher candidates share their experiences through narrative /
_cby Cleveland Hayes, Kenneth Fashing-Varner, Hillary Eisworth, Kimberly White-Smith.
264 1 _aLeiden ;
_aBoston :
_bBrill Sense,
_c[2018]
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bn
_2rdamedia
338 _aonline resource
_2rdacarrier
490 0 _aConstructing knowledge : curriculum studies in action,
_x2213-722X ;
_vvolume 18
490 0 _aEducational Research E-Books Online, Collection 2018, ISBN: 9789004375666
504 _aIncludes bibliographical references.
505 0 0 _tFront Matter --
_tCopyright page /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tContents /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tForeword /
_rBrenda G. Harris --
_tAbout the Artist /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tNotes on the Authors /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tWhat Is Going on in Teacher Education in the United States /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tTried and True /
_rGeoffrey Jaynes --
_tBianca /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tCecilia /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tCovington /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tGeorge /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tHillary /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tJasmime /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tXimaroa /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tMiquel /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tOwen /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tVijay /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tWade /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tMary /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tKaitlyn /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tLauren and Patricia /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tJordan and Catherine /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tThrough the Fire /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith --
_tAfterword /
_rKerri Tobin --
_tBack Matter --
_tReferences /
_rCleveland Hayes , Kenneth Fasching-Varner , Hillary Eisworth and Kimberly White-Smith.
520 _aBy applying an auto-ethnographic approach in this volume to share and explore the experiences of prospective teachers as they navigate the preparation and credentialing processes of teacher education, we – as those who have gone before the future educators in this text and those who will come behind them, gain first hand insights from these young women and men about what it means and how to better prepare prospective educators to become a teacher against a backdrop of historical inequities in schooling and prepared for the multi-culturally diverse classrooms of today. Teacher educators, school and community leaders, and others committed to pushing toward more equitable social domains and forms of living and learning hence would do well to take up the opportunity provided in this text to learn from the narratives included in this volume and those of other teacher candidates; indeed, the narratives of teacher candidates herein and elsewhere are, in part, reflections of ourselves as teacher educators and evaluations of our work in teacher education and the professional preparation of those who will carry on our professions after us and for rising generations. What we as teacher educators teach, or think we are teaching, in teacher preparation courses may, or may not, be what prospective teachers are learning about being a teacher and successful teaching and learning for all learners, particularly those students historically underserved. Each of the prospective educators who share their narratives in this volume are striving to become critical educators capable of promoting equitable educational and social opportunities, outcomes, and experiences for all learners. While their journeys are each distinctive and unique to them personally, the teacher candidates who share their narratives in this volume highlight some of the challenges and opportunities they have encountered in teacher preparation courses to learn about the functioning of social structures that sustain society’s existing hierarchies and develop the skills and knowledge requisite to identify, implement, and assess critical learning strategies aimed at challenging inequities and promoting more inclusive forms of education. Specifically, these future teachers included in this volume are sharing with us, their readers, their attempts at learning to unhook from Whiteness and to disrupt the pernicious and historical school-to-prison pipeline that has long existed in the US between the nation’s prison system and schools serving learners and their families and communities identified as racially not White, economically poor, and otherwise not members of the White, middle-class, primary English speaking, heterosexual, patriarchal mainstream.
650 0 _aTeachers
_xTraining of
_zUnited States.
650 0 _aTeachers
_xTraining of
_xSocial aspects
_zUnited States.
700 1 _aFashing-Varner, Kenneth,
_eauthor.
700 1 _aEisworth, Hillary,
_eauthor.
700 1 _aWhite-Smith, Kimberly,
_eauthor.
776 0 8 _iPrint version:
_tThrough the Fire – From Intake to Credential: Teacher Candidates Share Their Experiences through Narrative
_dLeiden ; Boston : Brill | Sense, [2018],
_z9789004388185
830 0 _aConstructing Knowledge: Curriculum Studies in Action
_v18.
830 0 _aEducational Research E-Books Online, Collection 2018, ISBN: 9789004375666.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1163/9789004388192
999 _c27004
_d27004