Design Principles for Transforming Teacher Education in the United States: Toward Needed Transformations

• In Event: Division G Vice Presidential Session: Troubling Hollow Commitments to “Diversity”: Denouncing Whiteness as a Design Feature in Teacher Education Programs

Abstract

In light of the challenging political times we currently face and the increases in discrimination and violence they have ushered in, it is crucial to transform teacher education, privileging the development of asset-oriented teachers who reject ideologies of pathology and instead recognize and leverage the practices, knowledges, and resources of intersectionally minoritized students. To foster such transformation, we offer a set of design principles for transforming the architecture of teacher education as a profession. We believe that such design principles have the potential to increase coherence and foster a collective commitment to interrupting injustice and fostering justice in teacher education.

Authors

• Mariana Souto-Manning, Teachers College, Columbia University

• Jamy Stillman, University of Colorado - Boulder

• Lauren Anderson, Connecticut College

• Dorinda Carter Andrews, Michigan State University

• Ilana S. Horn, Vanderbilt University

• Thomas M. Philip, University of California - Los Angeles

• Manka M. Varghese, University of Washington