Teaching Interrupted: A Case Study of Teacher Education Methods in Restorative Justice

• In Event: 47.053 - Working Toward Social Justice in a Post-Truth World: Innovative Practices in Teacher World

Abstract

Using voluntary program evaluation data from 34 teacher candidates, roughly 32% of enrolled students in a public California teacher education program, the authors analyze the efficacy and value to students of implementing culturally relevant and restorative practices in their future classrooms. In an effort to improve our existing methods for training teachers to create inclusive and community-oriented learning environments as per new California teacher performance expectations, we aim to understand why student teachers might encounter difficulty or unwillingness to pursue these frameworks as in-service teachers and how teacher education can improve how it prepares teachers to thoughtfully implement these practices. This initial analysis will branch into an inter-district and IHE partner study surveying cooperating teachers and administrators alongside pre-service teachers.

Authors

• Parissa M Clark, University of California - Riverside

• Omar Safie, University of California - Riverside