"How Good It Feels to Come Together for Change": Culturally Sustaining Pedagogies Faculty Inquiry Group Experience

• In Event: 45.092 - MTCC Roundtable Session 17
  In Roundtable Session: 45.092-11 - Lives of Teachers SIG Roundtable: Responsive and Inclusive Teaching

Abstract

This qualitative study examined a teacher educator faculty inquiry group’s experiences as they met to discuss culturally relevant/sustaining pedagogies aiming to enact comprehensive changes to their program.  Data included a faculty co-constructed framework developed to promote a culturally sustaining approach in work with preservice teachers, a modified course assignment, and anonymous session exit slips, and final reflection papers.  Analyses revealed themes related to the key sensemaking properties of retrospect, social context, and enactment. Implications include how a faculty inquiry group can serve as an impetus that provides teacher educators with the time, space, and resources needed to come together, engage in sensemaking, and do the work to foster transformative perspectives teaching practices for themselves and the aspiring teachers they mentor.

Authors

• Tammi R. Davis, Missouri State University

• Chloé Bolyard, Missouri State University

• Amanda Benedict-Chambers, Missouri State University