Teacher Educators as Disruptors Redesigning Courses in Teacher Preparation Programs to Prepare white Preservice Teachers

Bertrand, Shamaine; Porcher, Kisha

doi:10.46303/jcve.03.01.5

Cited by 13 publications

(3 citation statements)

References 6 publications

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“…This aligns with the trends of some universities. Bertrand & Porcher (2020) argue that institutions of higher education have integrated the voices, knowledge and lived experiences of various underrepresented cultures and excluded groups into their formal academic curriculum due to the movement for multicultural or diversity centered education. They argue that the purpose of this shift is due to interest convergence.…”

Section: Study Contextmentioning

confidence: 99%

“Black Women are the Mules of the World”: Black Women Professors of Practice in Teacher Education Programs

Porcher

Austin²

2021

Journal of African American Women and Girls in Education

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At the intersection of labor and racial equity in teacher preparation, Black women professors of practice (PoPs) find that they carry an excessive workload without a similar measure of compensation or recognition. The unique experiences of these Black contingent faculty provide a view from the margins regarding the simultaneity (Collins, 2002) of oppressions that are hidden from mainstream perceptions within teacher preparation, particularly through a raced and gendered lens. Through an autoethnographic approach, we reveal how our negotiations for respect, visibility and impact on pre-service teachers are navigated within larger institutional structures situated within the academy. This reflexive process provides us, as research practitioners, a socially conscious pathway (Ellis et al., 2011) towards both impactful practice and means for substantive contributions to investigating the often-hidden labor of Black women professors of practice within post-secondary institutions. While exploring how we were positioned as ‘mules’ of teacher preparation at our previous institution, we amplify experiences that hitherto are alluded to in the literature, thematically reflecting our scarce numbers, low access to professional advancement and lack of job security. We conclude with recommendations both for Black women PoPs about the nature of this work, the reality of its weight, and considerations on behalf of the academy relative to pathways for professionalizing and honoring Black women professors of practice in teacher education programs.

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Section: Study Contextmentioning

confidence: 99%

“Black Women are the Mules of the World”: Black Women Professors of Practice in Teacher Education Programs

Porcher

Austin²

2021

Journal of African American Women and Girls in Education

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“…Service learning has been a long-time standard and practice in teacher education programs across the United States that can help preservice teachers put theory into practice [20]. Research has found that preservice teachers did not understand equity related to classroom teaching nor how biases and stereotypes impacted their teaching, and engaging in community projects was one way that helped open their minds [21]. Service-learning projects can help preservice teachers form positive relationships with community partners and stakeholders and develop a greater understanding of the reciprocity in the processes of service and learning [22,23].…”

Section: Interdisciplinary Teaching Community Projects and Reframing ...mentioning

confidence: 99%

Transformative Potential of Culturally Responsive Teaching: Examining Preservice Teachers’ Collaboration Practices Centering Refugee Youth

Walker

2023

Education Sciences

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Using a critical ethnographic approach, this research explores the experiences of preservice teachers in a Midwestern educator preparation program as they plan and implement an interdisciplinary community exploration and learning project using culturally responsive teaching practices to center local refugee youth. Data collection includes observing collaborative planning processes, collecting written reflections and photographs, and conducting post-project interviews. Findings suggest that culturally responsive teaching practices can lead to the development of asset-based mindsets of their peers through an emphasis on openness, interdisciplinary collaboration, and centering refugee youth. The implications of reframing service learning as learning and exploration are discussed, highlighting the benefits for both students and preservice teachers in terms of cultural competence and equity. Considerations for future research include the importance of longitudinal studies on the impact of cultural responsiveness in educator preparation programs. The research contributes to the understanding of effective teaching strategies for promoting equity in education and highlights the transformative potential of culturally responsive teaching on preservice teachers in collaboration with each other. Overall, engaging preservice teachers in community exploration and learning projects as culturally responsive teaching has the potential to dismantle racism, challenge biases, promote openness and partnership, and foster equity across middle-level learning spaces.

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“…Research suggests that certain approaches to teacher education and professional development-particularly those that engage in intentional and guided critical self-reflection-are more effective at encouraging teachers and PTs to achieve these levels of critical consciousness than conventional approaches (Ellerbrock, et al, 2016). Specifically, PTs need opportunities for self-reflection followed by practice in critical curricular and pedagogical decision-making (Bazemore-Bertrand & Porcher, 2020;Muller & Bryan, 2020).…”

Section: Background and Theoretical Frameworkmentioning

confidence: 99%

“I’d Say I Have a Bit of Work to Do”: Exploring Elementary Social Studies Pre-Service Teacher Criticality through PhotoVoice

Stanton

Hancock

2021

The Critical Social Educator

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Elementary pre-service teacher education offers important insights in terms of how teachers understand and develop criticality surrounding self-reflexivity, interaction with social studies content, and pedagogy. This study applied critical self-authorship frameworks, Freire's theory of conscientisation, and PhotoVoice methodology to explore pre-service teachers' self-awareness of their developing professional identities as situated within an elementary social studies methods course. Broadly, the study explored the question, "How does critical examination of our identities shape our understandings of elementary social studies education?" Results demonstrate an emerging awareness of the influence of personal history and experience, place, and multiple perspectives on learning and teaching social studies, but a need for more comprehensive and sustained attention to criticality throughout teacher preparation programs is needed to achieve selftransformation and antiracist/anticolonial pedagogy. These results offer theoretical and practical guidance for thinking about critical social studies elementary teaching and teacher education.

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Teacher Educators as Disruptors Redesigning Courses in Teacher Preparation Programs to Prepare white Preservice Teachers

Cited by 13 publications

References 6 publications

“Black Women are the Mules of the World”: Black Women Professors of Practice in Teacher Education Programs

“Black Women are the Mules of the World”: Black Women Professors of Practice in Teacher Education Programs

Transformative Potential of Culturally Responsive Teaching: Examining Preservice Teachers’ Collaboration Practices Centering Refugee Youth

“I’d Say I Have a Bit of Work to Do”: Exploring Elementary Social Studies Pre-Service Teacher Criticality through PhotoVoice

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