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Books > Social sciences > Education > Teaching skills & techniques
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Antiracist Professional Development for In-Service Teachers - Emerging Research and Opportunities (Hardcover)
Loot Price: R4,855
Discovery Miles 48 550
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Antiracist Professional Development for In-Service Teachers - Emerging Research and Opportunities (Hardcover)
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The "ideal" 21st century teacher in public schools has a keen
understanding of the racialized history of education and has
already taken a critical stance regarding that history. This
teacher is a changemaker and able to create classroom conditions
that enable children and youth to be changemakers as well. In order
to convert teachers into this ideal educator, alternative
professional development must be undertaken that has as its goal
the transformation of teachers and teachings for the eventual
transformation of classroom environments and educational
experiences, particularly for students of color. Unfortunately,
such transformative teacher professional development has been in
short supply in the age of high-stakes standardized testing and the
deprofessionalization of the teaching profession. Anti-Racist
Professional Development for In-Service Teachers: Emerging Research
and Opportunities is a crucial reference book that addresses the
historical, sociological, and pedagogical background concerning
racial issues in education and proposes an alternative model for
professional development as a tool for transforming schools and
teachers to be critically sensitive and become changemakers. The
book includes data from the author's national survey of teacher
professional development, examples of assignments, teacher work
products, and the author's self-critique/reflections, which draw
upon 20 years of working to transform teachers and teaching on how
to improve outcomes. The book also presents composite profiles of
P-12 teachers such as the transformations of teachers who already
"knew it all," the new teacher at a punitive public charter school
with high turnover, teachers who take leadership within the school
and in the larger community, and teachers who significantly changed
their practice for the long-term. Moreover, the authors offer
policy recommendations for funding and designing teacher
professional development experiences that meet the needs of
professional teachers who intend to stay in the field of education,
provide immediate impact on students, and that engage all students
to become critical changemakers. As such, this book is ideal for
teachers, educational leaders, administrators, policymakers,
academicians, researchers, and students.
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