Creating an Immersive Argument-Based and Culturally Relevant Teacher Preparation Course

• In Event: Responding to the Call: Culturally Responsive Teaching in Pursuit of Justice and Radical Care

Abstract

An innovative introductory teacher preparation course is described that combines an immersive argument-based inquiry approach with a culturally relevant perspective. Students develop instructional and pedagogical knowledge by answering questions through investigation in order to make and compare claims about effective approaches to develop learning environments supported with evidence. All claims and evidence are filtered through a culturally relevant framework. This paper describes the theoretical framework for the course, the instructional progression utilized in the course and the types of artifacts students develop through coursework. Emerging findings related to student perspectives are presented as well.

Authors

• Mark A. McDermott, University of Iowa
  Presenting Author

• Travis Henderson, University of Iowa
  Non-Presenting Author

• Ann Browning, University of Iowa
  Non-Presenting Author