“I Understand How You Feeling. I’ve Felt the Same Way”: Impact of Teachers’ Identities and Experiences on the Commitments Embedded in Their Pedagogy

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: Teacher Identity Development, Socialization, and Retention (Table 27)

Abstract

While significance of teachers engaging in critical reflection is well-borne out in literature, there is comparatively little scholarship on teachers of color. There is a need for further research around the experience of educators of color to adopt an anti-racist approach to preparing teachers. Through a longitudinal qualitative study, this proposal documents throughlines of three teacher residents of color’s stated commitments and practice that were developed and shaped by their identity and experiences across their pre-service teacher preparation, ongoing residency, and into their first year of classroom teaching. Looking forward, it will be important to develop a deeper understanding of how teachers’ axiological commitments impact their enactment of anti-racist pedagogy that disrupts inequity while sustaining students' languages and cultures.

Authors

• Cori Salmerón, Georgia State University

• Renata Love Jones, Georgia State University

• Romonda Middlebrooks-Jefferson, Georgia State University

• Sheniqua Pierce, Georgia State University