Preparing Teachers as Democratic Professionals

Item

Title

Preparing Teachers as Democratic Professionals

Abstract/Description

This paper discusses the concept of democratic professionalism and argues that it offers a way to frame teacher education so that it can contribute to more productively managing long standing tensions between public schools, minoritized communities, and teacher preparation programs, and to more closely realizing the democratic potential of public education and teacher education. This decolonial approach to teacher education that actively attempts to benefit from the expertise in local minoritized communities seeks to “disrupt” existing power and knowledge hierarchies and create the basis for new alliances between teachers, teacher unions, teacher educators, and community-based social movements in marginalized communities that are seeking an active role in transforming their own communities. The result is a new hybrid structure for teacher education programs that models the emancipatory vision that is often articulated by programs but not practiced.

Author/creator

Zeichner, Ken

Date

2020

In publication

Action in Teacher Education

Volume

42

Issue

1

Pages

38-48

Resource type

en Research/Scholarly Media

Medium

en Print

Background/context type

en Conceptual

Keywords

decolonial

democratic

professionalism

Open access/free-text available

en Yes

Peer reviewed

en Yes

ISSN

0162-6620

DOI

10.1080/01626620.2019.1700847

URL

Official Publisher's Webpage (Taylor & Francis)

Full-text PDF Shared by Author (ResearchGate)

Citation

Zeichner, K. (2020). Preparing Teachers as Democratic Professionals. Action in Teacher Education, 42(1), 38–48. https://doi.org/10.1080/01626620.2019.1700847

Cited in

Equitable Learning

Resource status/form

en Published Text

Scholarship genre

en Theoretical

Item sets

Handbook Chapter 3 Citations

• Email