Teachers Are Learners Too: A Mixed-Methods Examination of Teaching Methods Classes for Preservice Teachers of Color

• In Event: AERA Graduate Student Research in Progress Roundtable Session Three
  In Roundtable Session: Research Insights Into Teacher Preparation and Training (Table 13)

Abstract

This study approaches the dilemma of diverse teacher representation through the perspective of teacher education problematizing the extent to which teacher education pedagogy is often designed for white preservice teachers, by default. Using a mixed methods approach, this study seeks to broaden understanding about how teaching in teacher preparation programs does and does not support preservice teachers of color. In this study, I intend to interview teacher educators who teach methods courses in a teacher education program located within a university's graduate school of education about how they conceptualize preparing educators of color. Additionally, I intend to observe teacher educators' methods classes on a weekly basis in order to understand more about how teacher educators' conceptualizations are taken up in practice. Finally, I intend to analyze artifacts related to participants' teaching methods classes. Employing a socioculturally-based learning architectures framework, I intend to connect the affordances of learning architectures to teaching methods courses.

Author

• Adina Goldstein, University of Pennsylvania
  Presenting Author