“It Doesn’t Feel Like a Natural Fit”: Co-operating Teachers Account for Their Evaluation and Assessment of Pre-service Teachers’ Efforts to Fulfill Social Justice Indicators
Keywords:Teacher Education, anti-oppressive pedagogy, social justice, Mots clés, formation des enseignants, pédagogie anti-oppressive, justice sociale
Teacher education has long been troubled by the problem of reconciling what happens in course work with how that learning is taken up in practicum experiences. Our faculty asks co-operating teachers to account for interns’ professional growth by the extent to which the interns meet the requirements of the Internship Placement Profile (IPP). The study focuses on the eight IPP items which relate directly to “teaching for social justice.” The theoretical framework draws upon the literature of anti-oppressive/anti-racist pedagogies. Co-operating teachers and interns are expected to rely on the field manual that lists descriptors for each item of the IPP to assess growth and to set goals. The objective to understand how co-operating teachers perceive their intern’s ability to teach for social justice and reach their final evaluation was modified to reflect the finding that cooperating teachers were sometimes less familiar with these principles than were the interns.
La formation des enseignants a depuis longtemps été affectée par le problème qui consiste à concilier le travail en classe et l’application de cet apprentissage pendant les stages. Notre faculté demande aux enseignants coopérants de rendre compte du développement professionnel des stagiaires en notant la mesure dans laquelle ceux-ci répondent aux exigences du profil du stage (Internship Placement Profile -IPP). Cette étude porte sur les huit items du IPP qui touchent directement l’enseignement qui vise la justice sociale. Le cadre théorique puise dans la littérature des pédagogies anti-oppressives/anti-racistes. L’on s’attend à ce que les enseignants coopérants et les stagiaires évaluent la croissance et fixent des objectifs en s’appuyant sur le manuel qui contient la liste de descripteurs pour chaque item du IPP. L’objectif touchant l’évaluation par les enseignants coopérants de la capacité des stagiaires d’enseigner la justice sociale a été modifié de sorte à tenir compte de la constatation que les enseignants coopérants connaissaient parfois moins bien ces principes que les stagiaires.
UNIVERSITY OF ALBERTA COPYRIGHT LICENSE AND PUBLICATION AGREEMENT
If accepted, authors will be asked to sign a copyright agreement with the following points:
A. Where there is any inconsistency between this Copyright License and Publication Agreement and any other document or agreement in relation to the same subject matter, the terms of this Agreement shall govern.
B. This document sets out the rights you are granting in relation to publication of your article, book review, or research note entitled (the “Article”) through inclusion in the academic journal titled Alberta Journal of Educational Research (the “Journal”) published through the Faculty of Education, representing the Governors of the University of Alberta (the “Journal Editor”).
C. There will be no payment to you for this publication and grant of rights. In consideration of the agreement to publish the Article in the Journal:
1. You are warranting that:
- the content of the Article is your original work, and its content does not contain any material infringing the copyright of others; or, where the Article is not entirely your original work, you have obtained all necessary permissions in writing to grant the rights you are giving in this agreement;
- the content of the Article does not contain any material that is defamatory of, or violates the privacy rights of, or discloses the confidential information of, any other person;
- the Article has not been published elsewhere in whole or in part, and you will not allow publication of the Article elsewhere without the consent of the Journal Editor;
- the names of all co-authors and contributors to the Article are:
2. You agree to license the copyright in the Article to the Journal Editor, on a worldwide, perpetual, royalty free basis; and to the extent required by the terms of this agreement. You shall retain the right at all times to be acknowledged as the/an author of the Article.
3. You further agree that the Journal Editor has the entitlement to deal with the Article as the Journal Editor sees fit, and including in the following manner;
- The right to print, publish, market, communicate and distribute the Article and the Journal, in this and any subsequent editions, in all media (including electronic media), in all languages, and in all territories, ing the full term of copyright, and including any form of the Article separated from the Journal, such as in a database, abstract, offprint, translation or otherwise, and to authorize third parties to do so;
- The right to register copyright of the Journal;
- The right to edit the Article, to conform to editorial policy as the Journal Editor sees fit.
4. If any co-author or contributor to the Article does not sign this agreement, the Journal Editor reserves the right to refuse to publish the Article.