Pin@y Educational Partnerships A Counter-Pipeline to Create Critical Educators
Pin@y Educational Partnerships A Counter-Pipeline to Create Critical Educators
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Pin@y 教育合作伙伴关系培养批判性教育工作者的反管道
DOI：
10.17953/appc.8.1.hh58505n51855x78
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
A. Daus
中科院分区：
文献类型：
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作者：
Allyson Tintiangco;R. Daus;A. Daus
这篇从业者的文章是关于 Pin@y 教育合作伙伴关系 (PEP) 的计划和教学发展，这是一个跨越幼儿园到博士水平的协作教师管道。作为“反管道”，PEP 能够“培养我们自己的”批判性教育工作者，并为所有学生提供更具批判性和社会参与性的教育。自 2001 年秋季以来，PEP 已发展到为五所公立学校提供服务，拥有 40 多名见习教师。本文旨在为学者和从业者提供 PEP 的故事作为资源，希望大学、学校和社区之间能够建立更多的伙伴关系，以解决教育领域普遍存在的不平等和差距，特别是在有色人种青少年的经历中。
This practitioners' essay is about the programmatic and pedagogical development of Pin@y Educational Partnerships (PEP), a collaborative teacher pipeline that spans kindergarten to the doctoral level. As a "counter-pipeline," PEP has been able to "grow our own" critical educators and provide a more critical and socially engaged education for all of its students. Since the fall of 2001, PEP has grown to provide services at five public schools with over forty teacher apprentices. This essay aims to provide PEP's story as a resource for academics and practitioners in the hopes that more partnerships between the university, schools, and the community can be built to address the inequities and gaps that are prevalent in education, especially in the experiences of youth of color.