View in EDS HTML Full Text PDF Full Text

Slipping into Irrelevance: Pedagogical 'Conocimientos' in the Preparation of Teachers to Contest Ideological Tracking

Saved in:
Bibliographic Details
Title: Slipping into Irrelevance: Pedagogical 'Conocimientos' in the Preparation of Teachers to Contest Ideological Tracking
Language: English
Authors: Jaime-Diaz, Jesus, Ramos, D. Carolina, Mendez-Negrete, Josie
Source: Journal of Latinos and Education. 2023 22(2):715-728.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Track System (Education), Racism, Disproportionate Representation, Ideology, Teacher Attitudes, Beliefs, Socialization, Teacher Education Programs, Reflection, Consciousness Raising, Low Achievement, Working Class, High School Students, High School Teachers, At Risk Students, Social Class, Social Stratification, Socioeconomic Influences, Teacher Student Relationship, Interaction, Poverty, Mexican Americans
DOI: 10.1080/15348431.2020.1811093
ISSN: 1534-8431
1532-771X
Abstract: Prior research on school tracking has indicated that racialized classed ethnic students are channeled and separated into cohorts based on academic ability. Few studies have indicated the ways in which early socialization of teachers is imparted through pedagogical practices. Unfortunately, there is a lack of research when it comes to understanding how ideological tracking is reproduced in the context of the classroom. Findings suggest that teacher ideologies, situated within their early socialization, are manifested in through perspectives of difference. This article makes a case for teacher credential training preparation programs to incorporate self-reflexive methodologies to limit reproduction of unconscious teaching/learning in the instruction of students.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1381640
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:Prior research on school tracking has indicated that racialized classed ethnic students are channeled and separated into cohorts based on academic ability. Few studies have indicated the ways in which early socialization of teachers is imparted through pedagogical practices. Unfortunately, there is a lack of research when it comes to understanding how ideological tracking is reproduced in the context of the classroom. Findings suggest that teacher ideologies, situated within their early socialization, are manifested in through perspectives of difference. This article makes a case for teacher credential training preparation programs to incorporate self-reflexive methodologies to limit reproduction of unconscious teaching/learning in the instruction of students.
ISSN:1534-8431
1532-771X
DOI:10.1080/15348431.2020.1811093