Early Career Teachers' Professional Learning Experiences Across the Culturally Relevant Teaching Continuum

• In Event: Teacher Professional Development and Learning Across Career Stage and Context

Abstract

This paper used a qualitative case study approach to describe the experiences of two early-career teachers with a professional learning experience centered on the Culturally Relevant Teaching Model (CRTM). The professional learning experience included modeling, debriefing, and coaching. The study used classroom observations and teacher reflections to explore teachers’ perceptions and interactions with each phase of the professional learning experience. To date, the first two phases of the model have been completed and third phase is scheduled for early fall 2022. Preliminary findings revealed differences in teachers’ perceptions, uptake of key CRTM tenets, and overall agency in the classroom.

Authors

• Joanna G. Sullivan, University of Kansas
  Presenting Author

• Meghan Ecker-Lyster, University of Kansas
  Presenting Author