R&L Education / Association of Teacher Educators (ATE)
Pages: 212
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Trim: 7⅜ x 10⅜
978-1-61048-917-1 • Hardback • December 2012 • $116.00 • (£89.00)
978-1-61048-918-8 • Paperback • December 2012 • $56.00 • (£43.00)
978-1-61048-919-5 • eBook • December 2012 • $53.00 • (£41.00)
Ryan Flessner is an assistant professor of teacher education at Butler University in Indianapolis, Indiana. His teaching and research interests include elementary and early childhood education, elementary mathematics, teacher research, and issues of diversity, equity, and social justice.
Grant R. Miller is an assistant professor in curriculum and instruction at Southern Illinois University in Carbondale, Illinois. His teaching and research interests include social studies education, media literacy, and program evaluation.
Kami M. Patrizio is an assistant professor of educational leadership and policy studies at Virginia Tech University. Her research and teaching focus on learning, collaboration, and qualitative research methods.
Julie R. Horwitz is an assistant professor in educational studies at Rhode Island College in Providence, Rhode Island. Her research and teaching focuses on middle and high school content area literacy, social justice, critical reflection, and teacher research.
Forward—Annette Digby
Preface
Acknowledgements
Introduction— Kami M. Patrizio, Ryan Flessner, Grant R. Miller, & Julie R. Horwitz
SECTION I
Section I Introduction – Grant R. Miller & Christie McIntyre
Chapter 1 – Teacher Learners’ Oral History Projects: Exploring How Our Communities and Cultural Pasts Shape Us – Megan Blumenreich
Chapter 2 – Photovoice as a Critical Reflection Methodology – Julie R. Horwitz
Chapter 3 – Supporting Prospective Teachers’ Critical Reflection in Mathematics Teacher Education – Mathew D. Felton & Courtney Koestler
Chapter 4 – Teacher Leaders: African American Women Experiencing and Enacting Social Justice – Vonzell Agosto & Zorka Karanxha
Section I Commentary – Nancy Gallavan & Angela Webster-Smith
SECTION II
Section II Introduction – Ryan Flessner & Julie R. Horwitz
Chapter 5 – Understanding Community Voices as a Force in Teacher Education – Ryan Flessner & Paula A. Magee
Chapter 6 – Enhancing Educator Agency Through the Development of Boundary Spanning Competencies – Michael P. Evans
Chapter 7 – Knowledge of Community and Technology as Parallel Tools of Agency in Teacher Preparation – Rashmi Kumar, Christopher G. Pupik Dean, & Nancy Lee Rodenberg Bergey
Chapter 8 – Community Engagement as Catalyst for Critical Reflection and Agency Within a Professional Development School Clinical Program – Mary Klehr
Section II Commentary – Gregory Michie
SECTION III
Section III Introduction – Kami M. Patrizio
Chapter 9 – Building Administrator as Teacher Educator: Fostering Teacher Agency From Within the System – Laura McDermott
Chapter 10 – I Want to Test My Own Unique Ideas”: Tensions in the Teacher Candidate-Cooperating Teacher Relationship – Janet Johnson
Chapter 11 – Teacher Shared Leadership for Educating English Learning Students – Katie Brooks
Chapter 12 – Systemic Educational Change: Applying Social Network Theory to Lateral Learning Among Principals – Corrie Stone-Johnson & Kristin Kew
Section III Commentary – Jim Nolan
Chapter 13 – What We Learned about Agency in Teacher Education – Grant R. Miller, Ryan Flessner, Kami M. Patrizio, & Julie R. Horwitz
About the Authors
Index
What makes education in a democracy distinctive? Why is equity in our schools necessary and why are community connections vital? How can teacher-student relationships become more meaningful and powerful? Why is teacher agency and efficacy indispensable in effective classrooms? What constitutes good teaching?
These kinds of questions animate every page of this important collection, and they power the efforts of the group of smart and talented educators assembled here. Their collective ambition is to transcend the surface arguments about this or that reform agenda and to illuminate the complexity at the heart of education in and for democracy. In the process they show us how teachers can function in the system as it is—the system of valuing anything that can be quantified over everything that can’t—even as they plant seeds for a future that is more vital, more joyous, and more just.
In asking these first and fundamental questions of themselves, and then transparently and courageously thinking them through out loud as they discover fresh, dynamic answers, they not only advocate for the power of agency and reflective action in teaching, they show us how it’s done.
— William Ayers, educational theorist, author, and distinguished professor of education and senior university scholar at the University of Illinois at Chicago
In Agency through Teacher Education, readers have the opportunity to share the experience of teachers and teacher educators recapturing the ideals and the enthusiasm that first brought them to the classroom. The volatile mixture of optimism and deep dissatisfaction that motivates so many of the contributors to this volume gives each chapter an urgency that inspires us to reconnect with one another, to take risks in our classrooms, and to challenge systems of power that place external systems of accountability above teachers’ own agency and empowerment. With examples that integrate clear theoretical foundations with practical exemplars this volume provides important tools for educators, administrators, and community partners who understand that addressing the challenges of education is everyone’s responsibility—demanding that we show the same creativity, determination, and willingness to work together to bring about positive change that is reflected in the projects collected here.
— Mary Brydon-Miller, Ph.D., Director, Action Research Center Associate Professor of Urban Educational Leadership and Educational Foundations University of C
I was both heartened and challenged by this book. It offers rich, very readable narratives of empowering practices of a wide range of educators. It is particularly timely and appreciated in an era where the discourse surrounding teaching is often negative and disempowerment of teachers is increasingly common. This book offers an alternative conception of educators as passionate, questioning, professionals refining their practices to improve education from within. It does not gloss over the complexities of this work and in that sense challenges all of us to rethink everyday practices of schooling. What struck me most is that the book reads as a labor of love, crafted by educators committed to a vision of teachers as active contributors to their own learning and the education of the students they serve.
— Kathryn Herr, professor,department chair, Educational Foundations, Montclair State University, NJ
In this age of scripted curriculum, teacher accountability, and critiques of schooling, it is refreshing to encounter a book that points to not only potential solutions but also the unrecognized talents and abilities of teachers. Schools of education and teacher educators are key to reforming education - not through mandates,programs and policies - but through the creative, agental, and intellectual capacities of teachers. This book advocates for schools of education and schools to provide spaces where educators can nurture, foster, and sustain reflective practices, as well as community activism, and agency as a means to continued learning for children.
Most importantly, the chapter authors provide readers with concrete, practical, and clearly stated strategies that can make a difference. The authors maintain that change is possible and that things that can be done to improve education. The book is filled with examples of teachers and teacher educators claiming agency and spaces for change. These examples explore agency in a range of educational settings highlighting various stages in the careers of teachers - from the experiences of pre-service teachers to the accomplishments of veteran educators who have found ways to nurture teacher agency in their roles as school leaders and teacher educators.
Compelling among the arguments presented in this book is the revelation that teachers are educated by colleagues, families, and communities as well as teacher educators in colleges and universities and that knowledge or self, community, and children are key to powerful teaching. Both of these points highlight the active and agental role of educators. As the editors argue, educating children
requires that teachers have a “permanent claim on the right to agency” (p. 21) as both a professional and personal obligation.
— Catherine Compton-Lilly, Associate Professor, University of Wisconsin, Author of books such as Reading Families: The Literate Lives of Urban Children and Confronting Racism, Poverty, and Power: Classroom Strategies to Change the World
The most striking thing about this book is its overwhelming sense of hope about the future of teaching and teacher education. Agency through Teacher Education does just what it sets out to—it reclaims teacher agency by providing vivid accounts of the work of university teacher educators, school-based teachers, school leaders, parents and community members. The book’s authors are the new generation of teacher educators and leaders, and their ideas bring a breath of fresh air to enduring questions about reflection, activism and leadership.
— Marilyn Cochran-Smith, Cawthorne professor of teacher education for urban schools, Lynch School of Education, Boston College