Interrogating Two Teacher Educators' Practices and the Impact on Developing Culturally Relevant Urban Teachers

• In Event: 34.043 - Developing Cultural Responsiveness Through Field Experiences

Abstract

In a longitudinal design experiment conducted within an urban teacher preparation program, ethnographic and auto-ethnographic methods were used to investigate the following research question: While in a program centered on culturally relevant teaching, how do prospective teachers (PTs) experience student teaching and how can this knowledge be leveraged to improve the urban teacher education program? After working with four cohorts of PTs for their entire professional training, we found that: 1) as teacher educators, we do not disrupt strongly enough the dominant patterns of, and rationales for, schooling experiences of children of color; and 2) course activities and clinical experiences must be grounded in real world engagements as often as possible.

Authors

• Craig J. Willey, Indiana University - Indianapolis

• Paula A. Magee, Indiana University - IUPUI