Culturally Sustaining Pedagogies of Teacher Education: Centering the Well-Being of Teacher Candidates of Color

• In Event: Saturday Roundtable Session 9:45 am
  In Roundtable Session: Creating Critical and Inclusive Spaces in the Teaching Profession (Table 36)

Abstract

In lieu of formalized professional development spaces, university-based teacher educators often transition into the profession upon completion of their doctoral studies, relying primarily on their prior classroom teaching experiences to guide their philosophical, pedagogical and curricular approaches to educating K-12 teachers (Ping, Schellings, and Beijaard, 2017; Ritter, 2007). Building on Paris’ (2012) culturally sustaining pedagogy framework and using grounded theory to develop anti-racist theories of teacher education (Charmaz, 2006), in this paper, we conceptualize Culturally Sustaining Teacher Educator Pedagogy as a framework for supporting the preparation of K-12 teachers committed to social justice. Specifically, we discuss how Curriculum, Critical Literacies, Practice/Action, and Context serve as critical factors that shape teacher educator pedagogy and K-12 teacher learning.

Authors

• Darlene Lee, University of California - Los Angeles

• Josephine Pham, University of California - Santa Cruz