Invisible Praxis: New Teachers' Enacted Approaches to Critical Teaching in the Classroom

• In Event: Roundtable Session 55
  In Roundtable Session: Approaches to Critical Teaching With Culturally and Linguistically Diverse and Exceptional Students

Abstract

Urban teacher residency programs are receiving increased attention as a method of teacher preparation that has potential to prepare teachers to enter and stay in high-need schools (US DOE, 2014). Critical to this effort is an approach to teacher preparation that helps teachers recognize and navigate the structural inequities that exist in urban schools, while also recognizing and engaging the many strengths and rich backgrounds that students bring to their classrooms (Morrell, 2007). This study draws on portraits of new teachers as they critically engage in learning with their students, shedding light on their development as critical educators and informing our thinking about how to best support their growth as they explore ways to apply theoretical constructs they have learned.

Authors

• Suzanne Pratt, Teachers College, Columbia University

• Rachel Roegman, Purdue University

• Sibel Akin, Middle East Technical University

• A. Lin Goodwin, Teachers College, Columbia University