Troubling Teacher Preparation: Intersections of Identity, Diversity, and Inclusive Practice

• In Event: Culturally Responsive Schooling

Abstract

A study of 12 teacher candidates explored their perspectives and experiences in teaching students with dis/abilities from diverse racial, ethnic, and linguistic backgrounds. A combination of individual interviews and focus groups revealed a range of teaching practices and experiences. Analysis, grounded in teacher candidate identity development, culturally sustaining instructional frameworks, and practice experiences, focused on the teacher candidates’ current knowledge of minoritized experiences indexed in their classroom curricula and practices. The findings suggested that teacher candidates had an emergent understanding of, and receptivity to, equity-based inclusive education practices. Implications for teacher preparation and research are discussed.

Author

• Naheed Abdulrahim, University of Nebraska at Kearney
  Presenting Author