"I Think Mine Is More Liberation Orientated": The Influence of Nonpedagogical Coursework on Preservice Teachers' Attitudes Toward Teacher Professionalism

• In Event: Moscone Center North Roundtable Session 16
  In Roundtable Session: Critical Consciousness Through Teacher Education

Abstract

This study builds on existing literature on the influence of social justice oriented non-pedagogical coursework on preservice teacher attitude towards professionalism. Previous literature highlights the potential impact of non-pedagogical coursework can have on teachers’ attitudes, beliefs, values, and teaching practices. Additionally, the literature identifies the potential of these courses to aid both preservice and in-service teachers in the development of critical consciousness. Using interview data, as well as document analysis, we explore how non-pedagogical coursework influences the beliefs of preservice teachers about professionalism and the roles and responsibilities of teachers of preservice teachers. The findings suggest that preservice teachers incorporated these perspectives into their definitions of professionalism. There is strong evidence that critical consciousness can be developed by preservice programming.

Authors

• Monica Lynn Clark, Temple University

• Danielle Sutherland, Michigan State University

• Sophia Seifert, Temple University

• Julie Whalen McIntyre, Temple University

• Monica Mills, Temple University