Preservice Teachers' Development of Community Cultural Wealth in Science, Mathematics, and Literacy Education During COVID-19

• In Event: Designing Innovative Field Experiences in the Context of COVID-19

Abstract

The COVID-19 pandemic has presented significant challenges and opportunities, further exacerbating severe racial and economic inequities and debts (Ladson-Billings, 2006) already existent within our educational systems and society. In this paper, we aim to present how preservice (PST) teachers use multimodality to learn about the cultural community wealth of students and communities, especially in an online environment and its impact in the era of COVID-19. Particularly for preservice teachers (PSTs) learning to teach online with students during their field experiences. We believe that PSTs should accept educational responsibility to learn with/about their students early on in teacher preparation. The pandemic has redefined the meanings and roles of K-12 students and teachers in recent times.

Authors

• Christina Restrepo Nazar, California State University - Los Angeles

• Jamie Marsh, California State University, Los Angeles

• Socorro Orozco, California State University - Los Angeles