Gathering Evidence of Effective Design: Powerful Preprofessional Development for Promoting Teacher Candidates' Racial Literacy

• In Event: 75.021 - Developing Socially Just and Culturally Relevant Pedagogies During Field Experiences

Abstract

Teacher candidates exposed to pre-professional development (PPD) during student teaching can be taught to actively participate in their progress as professional teachers. The researcher explored the development of candidates’ racial literacy skills, in an urban school predominantly serving students of color. Characteristics of high-quality PD and critical race inquiry framed this nested study. The researcher analyzed qualitative data to assess the merit of the PPD design, and findings revealed candidates discussing powerful critical reflection on their thoughts, actions, and beliefs about teaching, the role of race and equity in urban schools, and the usefulness of participation in inquiry. The careful development of this PPD gathers evidence that can meaningfully empower teachers to become more racially literate, through effective PPD design.

Author

• Chanelle Wilson, Bryn Mawr College