Designing In-Service Teacher Education for Critical Consciousness

• In Event: Cultivating Critical Consciousness in Teacher Education

Abstract

Limited awareness of systemic inequities reduces the capacity of educators to engage in anti-racist, culturally relevant teaching practices. While research emphasizes the importance of supporting pre-service teachers’ ability to perceive and address inequitable systems, less attention has been paid to practicing teachers’ critical consciousness. We describe Teacher Development-Design Research and report findings from an analysis of the design and implementation of a professional development workshop employing critical place-based pedagogies and discipline-specific practices to support high school science teachers’ awareness of the systemic nature of oppressive systems. Findings suggest providing opportunities for teachers to employ discipline specific content and practices to investigate systemic inequities holds promise and reveal the importance of attending to racialized power dynamics within the design process.

Author

• Lenora M. Crabtree, University of North Carolina - Charlotte
  Presenting Author