Ethnic Studies Teacher Candidate Core Competencies: What Should Beginning Ethnic Studies Teachers Understand and Be Able to Know and Do?

• In Event: Pedagogies for Ethnic Studies Teacher Education

Abstract

Objective
Currently, social studies teachers are authorized to teach Ethnic Studies (ES), however scholars and activists alike argue that ethnic studies is a distinct discipline with particular histories, knowledge, and pedagogies (Perez, 2022). In this paper we articulate how one ES Teacher Education Pathway (TEP) defines ES pedagogy and its core pedagogical and content knowledge.

Theoretical Framework
As ES courses are taught in K-12 classrooms, a body of research about their efficacy, impact, and implementation is emerging. However, the research on teacher preparation is limited (Tintiangco-Cubales, et al, 2015; Yeh, Agarwal-Rangnath, and Albarran Moses, 2023; Kollur and Edwards, 2023; Curammeng, 2022 ). When coupled with the growing demand for ES, the lack of research to support the preparation of ES teachers is a pressing need.

While the research on ES in TEPs is limited, the scholarship in social justice TEPs defines theoretical frameworks, core principles, and outcomes for teacher candidates (Cochran-Smith, 2010; Goodwin and Darity, 2009; Dyches and Boyd, 2017; Dover, 2009; McDonald and Zeichner, 2009), often framed around multicultural education, diversity, critical theory, critical pedagogy, care theory, and anti-racist education (Wiedeman, 2002). Even with this knowledge, the extent to which new teachers enact their philosophies varies, depending on school-based resources/supports (Cohen, Raudenbush, & Ball, 2003), experiences in TEPs (Boyd, et. al, 2009), mentoring and support during and beyond first-year teaching (Grossman, et al, 2000), and the level of coherence between coursework and fieldwork experiences (Hammerness, 2006).

Methods & Data Sources
The study utilizes a systematic review of literature methodology (Newman and Gough, 2009), initially identifying the research questions: In what ways is ES aligned with social justice principles and how is it distinct? What are core pedagogical and content knowledge of K-12 ethnic studies teachers? The team examined research articles focused on social justice teacher education and ES pedagogy/teacher education, identifying the alignment and differences between the two. We then reflected on the concepts, theories, and pedagogies unique to ES and their implications for the training of ES teachers. Those reflections were extended to revise the program’s observation rubric, articulating what ES teachers should understand and be able to know and do within their teaching. These categories were triangulated using reflections and student teaching evaluations from 8 cohorts of ES teacher candidates.

Results:
Two dimensions were added to the revised observation rubric: 1. Political clarity and purpose and 2. ethnic studies pedagogies. We also noted that K-12 ES teachers must develop substantive understanding of the various ES disciplines (i.e., African American Studies, Indigenous studies, etc), although they may have been trained in a single department. Out of the classroom, ES teachers must be prepared to legitimize courses and teaching and cultivate communities that will support their ES teaching.

Significance:
In order to meet the growing need for ES teachers, teacher education programs are establishing ethnic studies pathways. It is important to identify core pedagogy and knowledge to teach ES in K-12 schools. This study also has implications for how to structure field experiences and supervision within TEPs.

Authors

• Darlene Lee, University of California - Los Angeles

• Eduardo F. Lopez, University of California - Los Angeles