Social Justice in Practice? Exploring Teacher Candidates’ Commitment Toward Change Agency Through Action Research

Storms, Stephanie L. Burrell

doi:10.1080/01626620.2015.1004600

Cited by 6 publications

(1 citation statement)

References 20 publications

(17 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…PSTs felt that they gained confidence and higher skill levels through action research projects compared to other PSTs who did not have this experience. Furthermore, in an ethnographic study, Storms (2015) Gomez (2020) determined that implementing action research in the classrooms provided these teachers with an opportunity to hone effective pedagogical practices to meet their students' needs. These educators continued putting students at the core of their instruction even after finishing their programs, thus demonstrating pedagogical content knowledge through reflection on and interrogation of their instructional practices.…”

Section: Electronic Issnmentioning

confidence: 99%

Preservice Teachers’ Experiences on Becoming Culturally Responsive Educators: An Action Research Case Study

Koubek

Wasta

2023

ERIES Journal

View full text Add to dashboard Cite

Reflection on teaching and learning is considered one of the most essential elements of teacher development. With the rise of multilingual learners in U.S. public schools, the role of critical reflection has become even more prominent in teacher preparation programs to disrupt preservice teachers’ (PSTs) biases and stereotypes regarding these learners and their families. Moreover, to address the widening educational inequities and to enact more equitable teaching practices, PSTs ought to reflect on their pedagogical practices with the guidance of an educator-mentor. Therefore, this qualitative action research case study explored how one teacher preparation program implemented reflective and experiential practices in their graduate Teaching English to Speakers of Other Languages coursework to assist PSTs in systematically examining their understandings of culturally responsive practices. Our research was grounded in culturally responsive teaching. Our findings revealed that our PSTs had an awareness of culturally responsive pedagogy; they recognized the importance of learning from and with their students and families but still had areas for growth when implementing culturally responsive practices, prompting us to further explore how these PSTs enact culturally sustaining practices in their future classrooms.

show abstract

Section: Electronic Issnmentioning

confidence: 99%