Teacher Language as a Form of Humanizing Pedagogy: Learning Trajectories of Elementary Education Teacher Candidates

• In Event: Fairmont Roundtable Session Nine
  In Roundtable Session: Humanizing Pedagogies, Justice, and Belonging (Table 5)

Abstract

Utilizing the process of reflexive thematic analysis (Braun & Clarke, 2019) we examine the contribution of a series of Professional Learning Community (PLC) Seminars to program coherence and alignment (Sandoval, van Es, Campbell, & Santagata, 2020). Specifically, we examined the extent to which learning, experienced in the context of PLC seminars, helped undergraduate elementary education teacher candidates critically interrogate the power of teacher language as a humanizing pedagogical tool. Our results point to three indicators of teacher candidate learning that help them integrate theory, informs their practice, and reflects program outcomes. The indicators include: Disrupting teacher candidates’ notions of teacher language, operationalizing the relationship between theory and practice, and recognizing growth as a process of stitching theory and practice together.

Authors

• Amy B. Palmeri, Vanderbilt University
  Presenting Author

• Jeanne A. Peter, Vanderbilt University
  Presenting Author