Rethinking Innovative Research in Teacher Education for High-Poverty Schools in the United States and South Africa

• In Event: Building Infrastructure and Capacity for Research Innovations Worldwide on Professional Development That Prepares Teachers for 21st-Century Schools That Serve Marginalized and Poor Students in Transnational Contexts (Sponsored by the World Education Research Association)

Abstract

This presenter reports on research that examines the reconfiguration of professional development programs for high poverty schools based on an examination of model teacher education programs in the US and in South Africa. It reports on research that considers the importance of infrastructure and capacity for research on language and race in transnational contexts as teachers moved toward generativity in their teaching practices.

Author

• Arnetha F. Ball, Stanford University