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This study explores the role that participating in a critical inquiry project (CIP) played on the development of new educators who aspire to teach from a social justice perspective. The study also examines how relationships between the first- and second-year teacher participants shaped their development as social justice educators, learners, and leaders. Findings contribute to understanding two areas: (1) new teacher induction; and (2) peer and near-peer mentorship. Unlike most new teacher support groups, CIP was specifically geared to support teachers in their pursuit of social justice education (SJE). It provided induction designed to combat the attrition of "idealistic" teachers, a group often not targeted through professional development literature. Additionally, little research in the field examines how peer and near-peer relationships between teachers at varying stages of teaching impact their development as social justice educators and leaders. Participation resulted in members becoming reflective of their journey and remaining committed to teaching and social justice. The members learned to "have each other's backs," began presenting to other educators, and felt a sense of pride in their accomplishments. These results kept them on their social justice teaching journey, which also contributed to deepening their political analysis. (Contains 1 table and 4 notes.)

This study explores the role that participating in a critical inquiry project (CIP) played on the development of new educators who aspire to teach from a social justice perspective. The study also examines how relationships between the first- and second-year teacher participants shaped their development as social justice educators, learners, and leaders. Findings contribute to understanding two areas: (1) new teacher induction; and (2) peer and near-peer mentorship. Unlike most new teacher support groups, CIP was specifically geared to support teachers in their pursuit of social justice education (SJE). It provided induction designed to combat the attrition of "idealistic" teachers, a group often not targeted through professional development literature. Additionally, little research in the field examines how peer and near-peer relationships between teachers at varying stages of teaching impact their development as social justice educators and leaders. Participation resulted in members becoming reflective of their journey and remaining committed to teaching and social justice. The members learned to "have each other's backs," began presenting to other educators, and felt a sense of pride in their accomplishments. These results kept them on their social justice teaching journey, which also contributed to deepening their political analysis. (Contains 1 table and 4 notes.)

This study explores the role that participating in a critical inquiry project (CIP) played on the development of new educators who aspire to teach from a social justice perspective. The study also examines how relationships between the first- and second-year teacher participants shaped their development as social justice educators, learners, and leaders. Findings contribute to understanding two areas: (1) new teacher induction; and (2) peer and near-peer mentorship. Unlike most new teacher support groups, CIP was specifically geared to support teachers in their pursuit of social justice education (SJE). It provided induction designed to combat the attrition of "idealistic" teachers, a group often not targeted through professional development literature. Additionally, little research in the field examines how peer and near-peer relationships between teachers at varying stages of teaching impact their development as social justice educators and leaders. Participation resulted in members becoming reflective of their journey and remaining committed to teaching and social justice. The members learned to "have each other's backs," began presenting to other educators, and felt a sense of pride in their accomplishments. These results kept them on their social justice teaching journey, which also contributed to deepening their political analysis. (Contains 1 table and 4 notes.)

This study explores the role that participating in a critical inquiry project (CIP) played on the development of new educators who aspire to teach from a social justice perspective. The study also examines how relationships between the first- and second-year teacher participants shaped their development as social justice educators, learners, and leaders. Findings contribute to understanding two areas: (1) new teacher induction; and (2) peer and near-peer mentorship. Unlike most new teacher support groups, CIP was specifically geared to support teachers in their pursuit of social justice education (SJE). It provided induction designed to combat the attrition of "idealistic" teachers, a group often not targeted through professional development literature. Additionally, little research in the field examines how peer and near-peer relationships between teachers at varying stages of teaching impact their development as social justice educators and leaders. Participation resulted in members becoming reflective of their journey and remaining committed to teaching and social justice. The members learned to "have each other's backs," began presenting to other educators, and felt a sense of pride in their accomplishments. These results kept them on their social justice teaching journey, which also contributed to deepening their political analysis. (Contains 1 table and 4 notes.)

This study explores the role that participating in a critical inquiry project (CIP) played on the development of new educators who aspire to teach from a social justice perspective. The study also examines how relationships between the first- and second-year teacher participants shaped their development as social justice educators, learners, and leaders. Findings contribute to understanding two areas: (1) new teacher induction; and (2) peer and near-peer mentorship. Unlike most new teacher support groups, CIP was specifically geared to support teachers in their pursuit of social justice education (SJE). It provided induction designed to combat the attrition of "idealistic" teachers, a group often not targeted through professional development literature. Additionally, little research in the field examines how peer and near-peer relationships between teachers at varying stages of teaching impact their development as social justice educators and leaders. Participation resulted in members becoming reflective of their journey and remaining committed to teaching and social justice. The members learned to "have each other's backs," began presenting to other educators, and felt a sense of pride in their accomplishments. These results kept them on their social justice teaching journey, which also contributed to deepening their political analysis. (Contains 1 table and 4 notes.)

This study explores the role that participating in a critical inquiry project (CIP) played on the development of new educators who aspire to teach from a social justice perspective. The study also examines how relationships between the first- and second-year teacher participants shaped their development as social justice educators, learners, and leaders. Findings contribute to understanding two areas: (1) new teacher induction; and (2) peer and near-peer mentorship. Unlike most new teacher support groups, CIP was specifically geared to support teachers in their pursuit of social justice education (SJE). It provided induction designed to combat the attrition of "idealistic" teachers, a group often not targeted through professional development literature. Additionally, little research in the field examines how peer and near-peer relationships between teachers at varying stages of teaching impact their development as social justice educators and leaders. Participation resulted in members becoming reflective of their journey and remaining committed to teaching and social justice. The members learned to "have each other's backs," began presenting to other educators, and felt a sense of pride in their accomplishments. These results kept them on their social justice teaching journey, which also contributed to deepening their political analysis. (Contains 1 table and 4 notes.)

This study explores the role that participating in a critical inquiry project (CIP) played on the development of new educators who aspire to teach from a social justice perspective. The study also examines how relationships between the first- and second-year teacher participants shaped their development as social justice educators, learners, and leaders. Findings contribute to understanding two areas: (1) new teacher induction; and (2) peer and near-peer mentorship. Unlike most new teacher support groups, CIP was specifically geared to support teachers in their pursuit of social justice education (SJE). It provided induction designed to combat the attrition of "idealistic" teachers, a group often not targeted through professional development literature. Additionally, little research in the field examines how peer and near-peer relationships between teachers at varying stages of teaching impact their development as social justice educators and leaders. Participation resulted in members becoming reflective of their journey and remaining committed to teaching and social justice. The members learned to "have each other's backs," began presenting to other educators, and felt a sense of pride in their accomplishments. These results kept them on their social justice teaching journey, which also contributed to deepening their political analysis. (Contains 1 table and 4 notes.)

This study explores the role that participating in a critical inquiry project (CIP) played on the development of new educators who aspire to teach from a social justice perspective. The study also examines how relationships between the first- and second-year teacher participants shaped their development as social justice educators, learners, and leaders. Findings contribute to understanding two areas: (1) new teacher induction; and (2) peer and near-peer mentorship. Unlike most new teacher support groups, CIP was specifically geared to support teachers in their pursuit of social justice education (SJE). It provided induction designed to combat the attrition of "idealistic" teachers, a group often not targeted through professional development literature. Additionally, little research in the field examines how peer and near-peer relationships between teachers at varying stages of teaching impact their development as social justice educators and leaders. Participation resulted in members becoming reflective of their journey and remaining committed to teaching and social justice. The members learned to "have each other's backs," began presenting to other educators, and felt a sense of pride in their accomplishments. These results kept them on their social justice teaching journey, which also contributed to deepening their political analysis. (Contains 1 table and 4 notes.)

This study is an attempt to document the connection between the way children construct mathematics in the second grade and the way student teachers construct their knowledge base. The study examines how student teachers integrate their formal and informal knowledge of mathematics and mathematics pedagogy with the reality of the second grade classroom. Preservice teachers (N=4) taught in a classroom where mathematics instruction was conventional and in a classroom where mathematics was taught from a constructivist perspective. The research study includes a qualitative documentation and analysis of the instructional approach, the children's mathematical understandings, and the student teachers' knowledge. The results of this case study address the issue of how student teachers in two different mathematical environments construct their knowledge about key questions related to the nature of mathematics and what it means to teach mathematics in school. (DDR)

Prospective teachers in their third year of a Bachelor of Education degree in secondary teacher education use a journal to respond to a range of questions about their experiences as learners prior to, during and after their first practicum. These stories are used as a source of data to analyze how 14 prospective secondary teachers understand the interaction between university-based and school-based studies; the points of conjunction and disjunction that they experience. The paper shows that during the first teaching practicum their ideas about learners and pedagogy are challenged and argues that more can be done in both the university and school to make "learning to teach" a more connected experience for prospective teachers. This will require greater collaboration in a number of areas, along with the removal of structural barriers such as time and money.

Prospective teachers in their third year of a Bachelor of Education degree in secondary teacher education use a journal to respond to a range of questions about their experiences as learners prior to, during and after their first practicum. These stories are used as a source of data to analyze how 14 prospective secondary teachers understand the interaction between university-based and school-based studies; the points of conjunction and disjunction that they experience. The paper shows that during the first teaching practicum their ideas about learners and pedagogy are challenged and argues that more can be done in both the university and school to make "learning to teach" a more connected experience for prospective teachers. This will require greater collaboration in a number of areas, along with the removal of structural barriers such as time and money.

Prospective teachers in their third year of a Bachelor of Education degree in secondary teacher education use a journal to respond to a range of questions about their experiences as learners prior to, during and after their first practicum. These stories are used as a source of data to analyze how 14 prospective secondary teachers understand the interaction between university-based and school-based studies; the points of conjunction and disjunction that they experience. The paper shows that during the first teaching practicum their ideas about learners and pedagogy are challenged and argues that more can be done in both the university and school to make "learning to teach" a more connected experience for prospective teachers. This will require greater collaboration in a number of areas, along with the removal of structural barriers such as time and money.

Prospective teachers in their third year of a Bachelor of Education degree in secondary teacher education use a journal to respond to a range of questions about their experiences as learners prior to, during and after their first practicum. These stories are used as a source of data to analyze how 14 prospective secondary teachers understand the interaction between university-based and school-based studies; the points of conjunction and disjunction that they experience. The paper shows that during the first teaching practicum their ideas about learners and pedagogy are challenged and argues that more can be done in both the university and school to make "learning to teach" a more connected experience for prospective teachers. This will require greater collaboration in a number of areas, along with the removal of structural barriers such as time and money.

Prospective teachers in their third year of a Bachelor of Education degree in secondary teacher education use a journal to respond to a range of questions about their experiences as learners prior to, during and after their first practicum. These stories are used as a source of data to analyze how 14 prospective secondary teachers understand the interaction between university-based and school-based studies; the points of conjunction and disjunction that they experience. The paper shows that during the first teaching practicum their ideas about learners and pedagogy are challenged and argues that more can be done in both the university and school to make "learning to teach" a more connected experience for prospective teachers. This will require greater collaboration in a number of areas, along with the removal of structural barriers such as time and money.

This state-of-the-art report reviews the development of a philosophy of composition instruction through the decade of the 1970s in three principal forms--proclamations, do-it-yourself formulas, and research--and cites extensive examples of each. It stresses that composition teachers must continue to learn about their profession, while they resist any efforts to divide English departments into separate entities of literature, composition, and speech. A decade of evolving English teacher training programs is also described, with four approaches specifically cited. (AEA)

Includes bibliographical references (pages 249-251) and index

Includes bibliographical references (pages 249-251) and index

There is a logical sequence in the steps of a freshman English course, the goal of which is the comprehension of the writing process and a readiness to move forward with that process. Students must first learn prewriting--an outpouring on paper of every thought connected with a given topic. This is followed by selecting ideas, formulating a thesis, establishing a writing pattern, and editing. The two final stages are preparing the manuscript and proofreading. Teachers can best learn how to teach writing by trying these processes in their own writing. (JM)

There is a logical sequence in the steps of a freshman English course, the goal of which is the comprehension of the writing process and a readiness to move forward with that process. Students must first learn prewriting--an outpouring on paper of every thought connected with a given topic. This is followed by selecting ideas, formulating a thesis, establishing a writing pattern, and editing. The two final stages are preparing the manuscript and proofreading. Teachers can best learn how to teach writing by trying these processes in their own writing. (JM)