Title

Sticking points: Sites for developing capacity to enact socially just instruction

Abstract

Preparing preservice teachers (PSTs) to enact socially just instruction, especially in fieldwork contexts, remains a challenging, understudied goal addressed by this research. Analysis of data from two qualitative studies reveals how Daybook conversations served as pedagogical and discursive spaces that helped PSTs negotiate conflicts, or sticking points, which emerged in their fieldwork. Their rehearsals during these conversations enabled PSTs to create space for instructional experimentation to enact socially just instruction. The article offers possibilities for modeling with and for PSTs how their teaching can work to disrupt systems of inequity across relationships, diverse teaching contexts, and time.

Department(s)

English

Document Type

Article

DOI

https://doi.org/10.1016/j.tate.2020.103098

Keywords

Discourse, Fieldwork, Social justice, Sticking points, Teacher education

Publication Date

8-1-2020

Journal Title

Teaching and Teacher Education

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