Possibilities in the Praxis: Constructing Criticality in Preservice Teachers’ Planning and Instruction

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Beyond Our Four Walls: Toward Culturally Responsive, Critical, and Community-Embedded Work With Teacher Candidates (Table 35)

Abstract

In this presentation, we discuss findings and implications from a study examining our efforts to work across pre-service teachers’ coursework and in-field placements toward a vision of lesson planning and instruction that explicitly attends to criticality. In this process, we have been reminded that, while it is one thing to refresh course readings and design templates around antiracist and antibias pedagogies, it is another thing entirely to see those imperatives meaningfully translated into students’ classroom praxis. Thus, we reflect on what supported and inhibited preservice teachers in planning and enacting criticality in their instruction to consider how to better support teachers in planning and enacting equity-oriented practices in the context of their 6-12 classroom spaces.

Authors

• Jennifer Ervin, University of Wisconsin - Eau Claire

• Emily Grove, University of Georgia

• Madison Gannon, University of Georgia

• William Wright, University of Georgia