이영우 교수

This article is a self-study of my efforts to put supervision for social justice into practice with teacher candidates. The focus is on my goals and what I learned from trying to supervise six early childhood teacher candidates over one year. As a Korean-born doctoral student, I am an international student working cross-culturally to help teacher candidates teach for social justice. I relate several stories of my participants as they struggled to become teachers for social justice. In addition,

Although many teacher educators have suggested multiple ways to prepare teacher candidates to teach for diversity, the knowledge, skills and dispositions are not easy to acquire. The purpose of this research is to investigate how an M.Ed licensure program prepared teacher candidates to teach with concern for equity and diversity. The prekindergarten to 3rd grade early childhood teacher candidates in urban school field placements with the first year Professional Development School (PDS) model wer

To better prepare teacher candidates to teach for social justice, teacher educators need to know students’ understandings of social justice embedded in their personal histories and past and current learning experiences. Using participatory action research, this study examines how 6 early childhood (grades pre-K–3) teacher candidates understood and changed, or did not change their understandings of teaching for social justice. Using qualitative methods, this research aims to understand the comple

This study used positron emission tomography-computed tomography (PET-CT) to evaluate the effects of 4 anesthetic protocols on 2-deoxy-2-[18F]-fluoro-D-glucose (18F-FDG) accumulation in the brains and hearts of miniature pigs (Sus scrofa domestica). The 18F-FDG standard uptake value was quantified by dividing the brain into 6 regions: cerebellum, brainstem, and frontal, parietal, temporal, and occipital lobes. Five (2 female and 3 male) clinically normal miniature pigs were premedicated with med