Learning Urban Teaching as an Interpretative Process

• In Event: 21.059 - Issues in Urban Learning, Teaching, and Research

Abstract

Teacher candidates most often learn teaching as through an apprenticeship with an expert teacher. However, many programs struggle to find exemplars of good practice in schools that serve culturally and linguistically diverse students. This research addresses how teaching can be learned as an interpretive practice (LTIP). The LTIP approach engages teacher candidates in a careful analysis of teaching with a focus on learners’ responses to planned learning experiences. This study used naturalistic inquiry in the form of focus group interviews, three-part, phenomenological interviews, and relevant course assignments and in-class reflections. Results indicate that engaging in interpreting teaching and using culturally relevant/responsive pedagogy allows for a more complex understanding of teaching and practice based on theory and outcomes.

Authors

• Kindel Turner Nash, University of Maryland - Baltimore County

• Etta R. Hollins, University of Missouri - Kansas City

• Connor Warner, University of Missouri - Kansas City

• Ekaterina Strekalova-Hughes, University of Missouri - Kansas City

• Keisha McIntosh Allen, University of Maryland - Baltimore County

• Rhianna Kay Thomas, University of Missouri - Kansas City

• Michele Stites, University of Maryland - Baltimore County