Practicing Discomfort in Teacher Education

• In Event: Disrupting Uncritical Coursework Practices: Learning for Teacher Agency, Efficacy, and Justice

Abstract

As teacher educators who work with undergraduates at a predominantly white institution, we feel urgency about designing our licensure program so that prospective teachers have consistent, guided practice throughout the program practicing the discomfort that can be experienced while learning justice-focused teaching. This paper examines what it means to responsibly practice discomfort within a teacher education program rooted in equity and justice. We share case examples of practicing discomfort across four different courses, as well as prospective teachers’ reflections on their experiences and growth.

Authors

• Tracy L. Weston, Middlebury College

• Tara Lynn Affolter, Middlebury College