The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook: https://www.youtube.com/watch?v=Yee8cZVakfc

Chapter 28: Recruitment and Retention of Traditionally Underrepresented Students in Teacher Education

Recruitment and Retention of Traditionally Underrepresented Students in Teacher Education

Roland W. Mitchell Sara C. Wooten Kerii Landry-Thomas Chaunda A. Mitchell

Introduction

The recruitment and retention of teachers from historically underrepresented populations presents one of the most enduring challenges for 21st-century teacher education. Our conceptualization of underrepresented populations refers to those racial and ethnic groups historically excluded from well-funded, White educational spaces through the law, as with Blacks in the USA or South Africa, and those subjected to White schooling as a form of cultural genocide, as with native tribal communities in the USA and Canada. Such historical underrepresentation has affected the demographic makeup of schools themselves to this day, ...

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