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Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts
Open accessAbstract
In this chapter we discuss social justice and teacher capacity, an amalgam of teachers’ knowledge, skills and dispositions, by posing and answering three questions. How should education professionals define the concept of social justice? What is the relationship between teacher capacity and social justice? What are teacher educators doing in scholarship and practice to bring about social justice? Our purpose is to provide teacher educators with an overview of the concepts of social justice and teacher capacity, so they may understand the relationship between the two and consider how well they are contributing to Horace Mann’s vision of education as the “great equalizer.”
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Citations
Cited by
Redefining teaching, re-imagining teacher education
Grossman, P., Hammerness, K., & McDonald, M. (2009) · Teachers and Teaching · doi:10.1080/13540600902875340 · Cited by 1,759
Beijaard, D., Verloop, N., & Vermunt, J. D. (2000) · Teaching and Teacher Education · doi:10.1016/s0742-051x(00)00023-8 · Cited by 1,206
Back to the Future: Directions for Research in Teaching and Teacher Education
Grossman, P., & McDonald, M. (2008) · American Educational Research Journal · doi:10.3102/0002831207312906 · Cited by 1,164
A dialogical approach to conceptualizing teacher identity
Akkerman, S. F., & Meijer, P. C. (2011) · Teaching and Teacher Education · doi:10.1016/j.tate.2010.08.013 · Cited by 1,160
The Teacher Research Movement: A Decade Later
Cochran-Smith, M., & Lytle, S. L. (1999) · Educational Researcher · doi:10.3102/0013189x028007015 · Cited by 1,139
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Metadata
- Authors
- Cochran-Smith, M., Feiman-Nemser, S., McIntyre, J., & Demers, K. E.
- Venue
- Routledge eBooks
- Publisher
- Routledge
- Published
- 2008-02-19
- OpenAlex
- W2169024360
- Cited by
- 1,558
- References
- 0
- FWCI
- 127.72
- Type
- book
- Language
- en
- Open access
- green
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