Reconceptualizing Professional Communities for Preservice Urban Teachers' Development

• In Event: 61.053 - Strengthening Urban Teachers: Social Justice, Activism, and Ideologically Aligned Professional Communities

Abstract

This paper explores how three preservice teachers in an urban-focused teacher preparation program conceptualized professional community, and the forms and outcomes of their engagements with multiple professional communities over time. Findings include that preservice teachers conceptualized professional communities as ideologically and socially well defined; perceived that participating in multiple, ideologically-aligned professional communities strengthened and consolidated their beliefs and practices for urban teaching; and became increasingly adept at critically analyzing, engaging, creating, and transforming their professional communities to achieve greater justice in urban education. The paper argues for engaging preservice teachers with the construct of professional communities as part of their preparation for urban teaching to equip them to be change agents in urban schools.

Authors

• Thea Williamson, The University of Texas - Austin

• Allison Skerrett, The University of Texas - Austin