Novice Teacher Educators' Pedagogy of Teaching for Liberation: Stances, Shifts, and Challenges

• In Event: Researching and Innovating in Teacher Preparation Programs

Abstract

To better understand the teaching practices for liberation curriculum, this longitudinal ethnography-informed study traces how multicultural novice teacher educators operationalized their pedagogy of teaching multicultural education overtime. The author finds that over the course of three years, the novices constantly shifted their pedagogical work between three teaching modes that is constitutive of their fluid multicultural stances and their perceived view of classroom contexts. The findings reveal (1) a novices’ critical pedagogy-committed pathway; and (2) a challenge, concerning undesired classroom effects that induce a sense of teacher vulnerability as a curb to the realization of the pathway. Further studies are needed to explain the challenges, in order to better inform the novices about ways to make the teaching more desirable.

Authors

• Vy Dao, University of Social Sciences and Humanities-Vietnam National University HCM

• Linh Kieu Phan, College of Foreign Economic Relations - Vietnam