Interrogating Gaps in Teacher Education: Teachers' Preparation Journeys and Their Asian American Elementary Students

• In Event: Teacher Preparation for Educational Equity

Abstract

This paper explores the formal and informal teacher preparation journeys of educators and their work with Asian elementary students during the national rise of anti-Asian hate in the U.S. Drawing on Asian Critical Theory, critical settler cartography, and histories of U.S. teacher education, both domestic and abroad, this study focused on understanding how elementary school teachers learn and enact anti-colonial strategies in service of Asian students. Teachers interrogated learning gaps in their formal preparation programs around Asian students’ cultural contexts. Additionally, they sought out truths through informal contexts such as mentors, affinity spaces, and complicated teaching abroad experiences. Evidence from focus group and interview discussions as well as the teachers’ educational and teaching journey maps illustrate these themes.

Author

• Camille Ungco, University of Washington
  Presenting Author