Centering the Voices of Preservice Teachers Through Co-Generative Dialogue

• In Event: AERA Graduate Student Research in Progress Roundtable Session One
  In Roundtable Session: Examinations of Teacher Identity Across Contexts (Table 7)

Abstract

"Community engaged teacher preparation seeks to prepare equity-minded, culturally responsive social justice educators through the combination of critical pedagogy and the intentional centering of community voices and experiences. Much of the research on community engaged teacher preparation to this point has focused on the development of critical consciousness for white, middle-class, female pre-service teachers through these experiences. What is missing is the centering of the voices of pre-service teachers from historically marginalized backgrounds in community engaged teacher preparation who may share intersecting identities with the community they serve alongside during these programs. This research seeks to utilize a participatory action research methodology paired with the method of cogenerative dialogue to explore the centering of their voices and experiences through the lens of Community Engaged Teacher Preparation and critical pedagogy. Pre-service teachers with traditionally marginalized identities become co-researchers engaged in cogenerative dialogue to answer the question: How do we ensure equity for marginalized pre-service teachers in community engaged teacher preparation?

Keywords: community engaged teacher preparation, critical pedagogy, co-generative dialogue, participatory action research,"

Author

• Allison Segarra Hansen, Marian University
  Presenting Author