Constructing Culturally Sustaining Educational Possibilities in Teacher Education Through a Community of Practitioners

• In Event: Thursday Roundtable Session 12:40 pm
  In Roundtable Session: Culturally Responsive Teaching Across Educational Contexts (Table 12)

Abstract

In order to gain access to the practices, theories, and knowledge that make up CSLP, it is necessary for PTs to be embedded in a broad community of practitioners (Darling-Hammond & Bransford, 2005). This community–comprised of experienced teachers, preservice teachers, teacher educators, and K-12 students–is an essential component in teacher learning. In this case study of one cohort (n=15) of PTs, PTs became a discourse community that expanded PTs’ perspectives on cultural interpretations of literacy acts and became a space where PTs shared different representations of culturally sustaining literacy practices (CSLP). Additionally, I found that mentors within the community of practitioners were able to guide PTs toward CSLP as they shared explicit teaching practices and encouraged metacognitive regulation.

Author

• Heather Dunham, Clemson University