A Comparative Case Study on the Intersections of Justice-Centered Teacher Education, Race, and Teachers' Practices and Intentions to Stay

• In Event: Responding to the Call: Culturally Responsive Teaching in Pursuit of Justice and Radical Care

Abstract

This comparative case study utilizes Solórzano and Yosso’s (2001) counterstories to examine the experiences of Black first-year teachers as they navigate the classroom and the impact of participating in a teacher residency program. Specifically, the study compares the accounts of first-year teachers within and outside the residency program to highlight components that impact teacher retention. Data sources include three semi-structured interviews and classroom observations. Findings revealed that (a) residents compared to non-residents felt more secure implementing critical pedagogies in the classroom, (b) the residency supported self-care among participants, and (c) the residency provided instructional support through school and external mentors.

Authors

• Vanessa Nizeyimana Louis, University of Michigan
  Presenting Author

• Camea Davis, Georgia State University
  Presenting Author