The Promise and Limits of Socially Just Teaching Within Virtual Spaces

• In Event: Context Is Key: Space and Place in Teaching and Learning

Abstract

This study inquires into pre-service teachers’ teaching experiences within a virtual tutoring practicum in a literacy methods course. Using Cochran-Smith’s (2010) conceptualization of practice under the theory of teacher education for social justice, we approach the research question: What are undergraduate pre-service teachers’ literacy teaching experiences that align with socially just teaching in a newly-transformed-to-online literacy methods course? Drawing from interviews, field notes, lesson plans, and other course artifacts, we engaged in Narrative Inquiry as a way to highlight participants’ experiences that align with socially just teaching within virtual spaces. Our findings describe areas in teaching that show promise for socially just teaching while other practices continue to center White, monolingual, middle-class experiences.

Authors

• Elizabeth Isidro, Western Michigan University

• Laura Teichert, Western Michigan University