Keywords
Teacher education, Teacher preparation, Field experiences, Culturally relevant pedagogy, Culturally sustaining education
Abstract
Field experiences are essential to teacher preparation and education, and they are enriched by strong community partnerships where preservice teachers build knowledge from mentor teachers, families, students, and other stakeholders. The influence that the neoliberal agenda has on education forces preservice teachers and the preparation programs they attend to make difficult decisions about creating and sustaining these field experiences. In this paper, we call attention to the difficulties preservice teachers—and the preparation programs they attend—face when seeking to challenge social injustice and curriculum epistemicide. In so doing, we end with ideas for future consideration and scholarly inquiry.
DOI
10.15760/nwjte.2022.17.3.28
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/38830
Recommended Citation
Dull, AnnMarie and Chase, Elizabeth
(2022)
"Preservice Teachers and Curricular Matters: A Reflection on Field Sites as Transformative Spaces,"
Northwest Journal of Teacher Education: Vol. 17
:
Iss.
3
, Article 28.
DOI: https://doi.org/10.15760/nwjte.2022.17.3.28