Teacher Education: Ethics, Power, and Privilege
Teacher Education: Ethics, Power, and Privilege
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教师教育：道德、权力和特权
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
Normcc J. Ewing
中科院分区：
文献类型：
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作者：
Normcc J. Ewing
许多教师教育计划很少关注教学的道德，政治，社会和文化层面。这四个因素构成并维持了所有儿童上学的关键方面，是在学校教育过程中通常被“边缘化”的学生实现教育平等的主要障碍。所有教师教育工作者都有责任帮助未来的教师定期反思道德和伦理问题，这些问题往往是“没有对话”，随后会损害许多有色人种学生体验积极学校成果的机会。
Many teacher education programs focus minimal attention on the ethical, political, social, and cultural dimensions of teaching. These four factors construct and sustain critical aspects of schooling for all children and are major barriers to the achievement ofparity in education for students commonly "marginalized" in the educative processes in school. All teacher educators shoulder the responsibility of helping prospective teachers become routinely reflective regarding moral and ethical issues that are often "conversations not had" and subsequently impair opportunities for many students of color to experience positive school outcomes.