Rooted in belonging : critical place-based learning in early childhood and elementary teacher education / Melissa Sherfinski with Sharon Hayes ; foreword by Christopher P. Brown.

Format:

Book

Author/Creator:

Sherfinski, Melissa, author.

Series:

Early childhood education series (Teachers College Press)

Early childhood education series

Language:

English

Subjects (All):

Early childhood teachers--Training of.

Early childhood teachers.

Elementary school teachers--Training of.

Elementary school teachers.

Portfolios in education.

Inquiry-based learning.

Physical Description:

xiv, 175 pages : illustrations ; 23 cm.

Place of Publication:

New York, NY : Teachers College Press, [2023]

Summary:

"The author reveals how the narrative portfolio, an inquiry-based alternative to accreditation and standards-based assessments, was designed to locally document, resist and disrupt the status quo. The narrative portfolio can "speak back" to standardized preservice teacher assessments, like Praxis and edTPA, by providing spaces for preservice teachers to demonstrate their knowledge of theory and practice as it is enacted in natural settings of school and community. Critical place-based education and the narrative portfolio validate the need for meaningful assessment yet question overreliance on mainstream notions of "valid" measures of quality teaching. Sherfinski shows why humanizing, democratic place-based practices rather than a universalized vision should be at the forefront of teacher education"-- Provided by publisher.

Contents:

Machine generated contents note: "The Bubble"

Place-Based Education and Its Potential

A Dynamic Charge for Teacher Education

Chapter Summaries

1. The Need for Place-Based Teacher Education

Contexts for the Book

Three Challenges Connecting the Places

Why We Need Place-Based Teacher Education

Neoliberal Challenges to Place-Based Teacher Education

Reclaiming Accountability

Challenges of Reclaiming Accountability

Questions for Reflection and Discussion

What's Next?

2. Theoretical Framework

The Nature of Meaning-Making

Three Approaches to Place-Based Education

Humanizing Place-Based Education in School Classrooms

Place-Based Teacher Education

Negotiation: Sensing and Resisting Neoliberal Policies

3. The Narrative Portfolio Project

Context of the Teacher Education Program

The Narrative Portfolio as a Counter-Narrative to Failure

4. Resisting Neoliberalism Through Place-Based Narrative Portfolio Work

Getting Lost in Places

Vignette 1 Critical Reflection on Place

Vignette 2 Dialogism With Place in Mind

Vignette 3 Transforming I-It to l-You

Vignette 4 Diffraction: Bending Around Barriers

Conclusion

5. Pairing Our Place-Based Approach With Racial Justice

Antiracist Education

COVID-19 and Antiracist Teaching

Place-Based Education Post-Graduation

6. Practice and Policy Implications

Teacher Education Program Assessment in the "Cluster"

Transforming Teacher Education Assessment

The Change Process

Suggestions for Practice

Appendix A Methodology: Capturing Meanings of Place-Based Education and Assessment

Background for the Study

Method

Appendix B Lenses of Teacher Education and Revised "10 Characteristics of the Novice Teacher" for PDS Mentors and Faculty Professional Development

Appendix C A Portrait of Becoming

Our Places

Learners and Teachers

Beginning the Year: Looking and Seeing as an Ethnographer

Exploring the Literature: Disrupting the Commonplaces

Our Journey

Our Learning

A Reflective Pause With an Eye to the Future

Final Thoughts

Appendix D Destiny's Book Club: Stamped by Reynolds & Kendi (2020) (Abbreviated Version)

References.

Notes:

Includes bibliographical references and index.

Other Format:

Online version: Sherfinski, Melissa. Rooted in belonging

ISBN:

9780807768235

0807768235

9780807768228

0807768227

OCLC:

1350796584