Learning From Students of Color: Collaborating to Better Serve and Support Teacher Candidates of Color

• In Event: Lives of Novice Teachers

Abstract

In this paper, teacher candidates of color in an urban teacher residency program that emphasized equity-minded teaching practices shared their experiences. The purpose of this multi-year study was to examine how teacher candidates of color experienced the coursework related to equity in education and their subsequent early career experiences enacting equity-minded teaching. Their experiences illuminated the complicated and complex ways that their own identities as people of color influenced their experiences. Based on what their experiences illuminated, the results of this study became the basis for collaboration across multiple organizations to support teacher candidates of color. Given the importance of diversifying the teacher force, it is imperative for teacher education programs to better support teacher candidates of color.

Authors

• Colleen Clements, University of Minnesota - Twin Cities

• Mark D. Vagle, University of Minnesota