Equitable Teaching and the Core Practices Movement: Supporting Preservice Teachers' Situated and Interpretive Professional Sense-Making

• In Event: Evaluating Equity-Oriented Pedagogies in Teacher Education: Examining Candidates' Response to Social Justice Cases and Classroom Dilemmas

Abstract

In teacher education, practice-based pedagogies are again gaining momentum (e.g., Core Practice Consortium, 2019), and with them come the rise—once again—of concerns that reducing teaching to a set of “core” practices will reify existing, inequitable teaching practices (Philip et al., 2018). In this comparative case study, I present a conceptual framework for escaping this conundrum, arguing that—to support equitable teaching—teacher educators must design pedagogies that provide novices with opportunities to develop situated and interpretive professional sensemaking (SIPS). I then analyze data from a methods course, investigating how the design of pedagogies of investigation and enactment supported preservice teachers' opportunities to develop SIPS. This analysis contributes design principles for supporting equitable teaching in teacher education.

Author

• Britnie Delinger Kane, The Citadel