Toward a Metacognitive, Critical, and Culturally Responsive Education: Exploring Novice Teachers' Engagement in an Online Critical Community of Practice

• In Event: Critical Communities as Praxis and Belonging

Abstract

Education systems across the country responded to the health and racial pandemics by offering a tapestry of action and inaction. This research examines how the educational system, specifically teacher education programs, can take deeper responsibility in responding to this crisis through their teacher education program. Using an embedded grounded theory approach this study explores the experiences of novice teachers within an induction program, to understand how focusing on participants’ command of critical consciousness content, responsiveness to culture, and ability to improve pedagogy through metacognitive processing strategies mights support a new framework for helping teachers more effectively respond to this unprecedented moment. In particular, this study investigates and bolsters the metacognitive, critical and cultural training and support for novice teachers

Authors

• Ebony Cain, Pepperdine University

• Erica Hamilton, California State University - Los Angeles