A Novice Teacher's Beliefs About Socially Just Teaching: Dialogue of Many Voices

Document Type

Article

Language

eng

Format of Original

21 p.

Publication Date

2008

Publisher

Taylor & Francis (Routledge)

Source Publication

New Educator

Source ISSN

1547-688X

Abstract

This case study explores the reality shock experienced by a White novice teacher, committed to socially just teaching, in her first year in an urban context. The apparently successful novice held three beliefs about her practice and herself: that socially just teaching was a holistic practice; that it could and should be done “right”; and that, based on her previous levels of success, she should be able to succeed in implementing this practice. These beliefs, derived from various voices and interacting in ongoing dialogue, produced negative effects in the teacher. Implications for teacher educators preparing novice teachers are given.

Comments

New Educator, Vol. 4, No. 4 (2008): 309-329. DOI.

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