47.047 - Examining the Role of Teacher Education as Identity-Forming Site: Democratizing Our Work as Teacher Educators

Session Type: Symposium

Abstract

In a political climate that regularly subjugates the rights of so many, who are the teachers and teacher educators that we need right now, and what identities and pedagogies should they bring to the work of public education? Presenters draw upon Morgan’s (2016) argument that teacher education programs are “identity-forming sites” that domesticate the critical orientations of teacher candidates (p. 716), and explore our identities and pedagogies as teacher educators seeking to challenge persistent normative discourses that regulate teaching and teacher education. Working from the understanding that teacher education should be “a form of critical educational practice” (Morgan, 2016, p. 710), we share structural and pedagogical approaches that may support critical, reform-oriented teacher education, while simultaneously questioning our efforts.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 10: Teacher Educator Learning and Practice

Chair

• Megan Madigan Peercy, University of Maryland - College Park

Papers

• Black Students as Architects of Future Designs for Teacher Education - Marcelle M. Haddix, Syracuse University; Kimberly Natalia Williams Brown, Vassar College

• Recentering Race and Teacher Identity in an Elementary Teacher Education Program - Manka M. Varghese, University of Washington

• "But We're in New Hampshire!" Troubling Our Assumptions of and Expectations for Teachers of Immigrant Youth - Judy A. Sharkey, University of New Hampshire

• Modeling Vulnerability in the Preparation of Teacher Educators - Hilary Gehlbach Conklin, DePaul University

• Examining Teacher Educator Ontological Stance in Practice-Based Teacher Education - Megan Madigan Peercy, University of Maryland - College Park; Francis J. Troyan, The Ohio State University

Discussant

• Clare Kosnik, University of Toronto/OISE