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Abstract

Christopher Worthman explores the defining characteristics of pre-K through 12th grade Vincentian teacher preparation and how it can ready teachers, regardless of their faith, to teach all student populations in all schools. He explains how the American preoccupation with accountability and standardization in schools is a social justice issue. To discern principles of Vincentian preparation, he uses the work of modern Vincentian scholars and draws on examples from the educational efforts of Vincent de Paul, Louise de Marillac, Marguerite Naseau, Frederic Ozanam, and Elizabeth Seton. Worthman identifies three principles: Lucan spirituality, a sense of immediacy, and affective and effective action. Lucan spirituality goes by many names in many faiths. It encourages pre-service teachers to reflect on how their experiences and values affect their relationships with students, parents, and colleagues and vice versa. A sense of immediacy refers to the necessity of addressing students’ greatest needs and assessing how well they are met. Affective and effective action arises from pre-service teachers’ convictions about who they are as educators and how they should teach. It serves “the whole individual and society writ large.” Suggestions for instilling these principles in pre-service teachers are described.

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