A Self-Study of Diversity, Equity, and Inclusion Teaching in an Educator Preparation Program

• In Event: Searching for Criticality and Justice as Consequential Self-Study of Teacher Education Practices (S-STEP) Research

Abstract

This self-study centered on teacher education courses two faculty members teach centered on diversity, equity and inclusion. Two overarching goals for the courses are 1) to develop the pre-service teachers understanding of their own identities and 2) to develop culturally responsive and anti-racist teaching practices they could employ in their own classrooms. Data and research processes included shared planning, reflective teaching practices, surveys and focus group discussion. Findings identified key course elements of case studies, literature discussions, and identity papers as most impactful related to course goals. At the same time, findings also indicate the theme of self-silencing permeated in K-12 school settings when participants sought to attend to topics of diversity, equity and inclusion in student teaching internships.

Authors

• Leslie M. Cavendish, High Point University
  Presenting Author

• Allison Blosser, New Garden Friends School
  Presenting Author