Preservice Teachers, University Supervisors, and Complex Identities: Navigating Anti-Oppressive Pedagogies in Teacher Education

• In Event: Preservice and In-Service Teachers' Identities and Development

Abstract

As anti-oppressive pedagogies gain increasing prominence in teacher education, there is a need to examine how preservice teachers understand and implement anti-oppressive frameworks. The role of the university supervisor is uniquely well-positioned to allow for insight into preservice teacher pedagogical practices; however, this role is grossly understudied. This study explores how the university supervisor fosters preservice teachers’ theoretical and historical understandings of oppression as well as the implementation of anti-oppressive pedagogies in the classroom. This study utilizes data from 32 preservice teachers’ observations and reflections while positioning the university supervisor as an autoethnographic educator-researcher. Drawing on frameworks of Critical Whiteness Studies and intersectionality, we present two vignettes that illuminate the interplay between identity, anti-oppressive teaching, and the university supervisor.

Authors

• Charlene Cornwell, SUNY - College at Cortland

• Megan Deutschman, University of Minnesota

• Scott Sundstrom, University of Minnesota