Emergence of the Community Teacher Through a Model of University-School-Community Partnership and In-Service Support

• In Event: 45.049 - Understanding and Addressing the Teachers of Color Shortage for and From Diverse Communities

Abstract

Well established is the need to integrate culturally responsive pedagogy into pre-service teacher education. This paper serves to provide a cursory introduction to a university-school-community urban teacher preparation partnership and to investigate the praxis of community-engaged teaching. This partnership seeks to upend the historical and often exploitative dynamic between universities and communities and leverage the innate cultural capital in our partner schools and neighborhoods. Our goal is to explore and understand the connections between pre-service preparation, in-service supports, teacher identity, and community-engaged practice. This investigation helps to shine light on some of these relationships and points to new directions for future research.

Authors

• Brent Showalter, Illinois State University

• Apryl Riley, Illinois State University