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Fostering Preservice Teachers' Cultural and Linguistic Identities for Culturally Responsive and Linguistically Competent Teaching: The Case of South Africa and the United States
Fri, May 5, 9:45 to 11:15am CDT (9:45 to 11:15am CDT), Division K Virtual Sessions, Division K - Section 05: Teacher and Teacher Educator Preparation Virtual Paper RoomAbstract
Teacher identity is an integral aspect of teacher cultural and linguistic competency and learning to teach. Yet we know little about how teacher education programs are meeting this challenge within different and national contexts. This presentation focuses on a self-study of two teacher educators in South Africa and the United States and their pedagogical practices for fostering teachers’ cultural and linguistic identities and the impact on their future classroom practice with culturally, linguistically diverse, and historically marginalized students. Focusing on parallel course assignments, we assessed the impact of our pedagogical practices on fostering our preservice teachers’ development for culturally responsive and linguistically competent teaching. Our collaborative self-study presentation identifies and discusses critical insights and perspectives constructed.