Intersectionally Conscious Collaboration: Validation of a Protocol in a University-Based Teacher Education Program

• In Event: Protocols and Pedagogy: Curricular Interventions in Practice

Abstract

The purpose of this study is to explore an innovative teacher education pedagogy that enables faculty to develop and model Intersectionally Conscious Collaboration (ICC), and support the development of these practices in preservice teachers. The ICC protocols expand on existing models of collaboration by using sociocultural frameworks to establish and maintain relationships centering planning, instruction, assessment, data analysis, and reflection. The researchers examined how and to what extent the ICC supported the praxis of two faculty coteaching a course in a dual-endorsement Elementary and Special Education program. Further, they explored how the ICC protocols support the development of intersectional consciousness for preservice teachers. Findings suggest the ICC helps educators think about how sociocultural identities are entangled in teaching and learning.

Authors

• Andrea E. Weinberg

• Mildred Boveda, The Pennsylvania State University