Developing an Urban Community Pedagogical Stance: Research on Change in Teacher Candidates’ Use of Conceptual Tools

• In Event: Roundtable Session 26
  In Roundtable Session: Innovative Models for Preparing Teachers for Urban Schools

Abstract

In the process of redesigning our teacher education program to be more relevant to our urban context, we have implemented a foundational three-course sequence to guide teacher candidates in developing an urban community pedagogical stance. This stance involves a social justice orientation to culturally and linguistically responsive instruction and draws on the CREDE standards. Longitudinal research on candidates’ developing understanding and application of the program’s guiding concepts suggests that our candidates are using these concepts purposefully to make personal meaning of teaching and learning in their courses and internships at professional development schools.

Authors

• Honorine D. Nocon, University of Colorado - Denver

• Ellen Robinson, University of Colorado - Denver