Keeping the Talk in the Walk: Using Conceptual Frameworks to Actualize a Social Justice Vision

• In Event: Guiding Justice-Driven Teacher Education: Using Theory to Change Practice in Teacher Education

Abstract

Objectives
Many Teacher Education Programs (TEPs) struggle to fulfill their commitment to preparing teachers for antiracist teaching (Currie et al., 2021; Zeichner et al., 1996). This issue reflects a broader problem of enactment, where teacher educators may understand the principles but struggle to put them into practice (Authors, 2005). The following study documents how [MidAtlantic Urban Teacher Residency] (MA-UTR) used qualitative research methods to bring coherence and alignment between their theoretical talk and practical walk.

Conceptual Perspectives
To walk our talk in preparing antiracist educators, MA-UTR pre-service teachers (PSTs) co-constructed a conceptual framework, the four domains, to describe our vision for graduates’ dispositions and skills.
1. Antiracist/Social Justice Stance: Understand racism operates on multiple levels; take an intersectional stance in analyzing inequality; understand collectives can create change.
2. [MidAtlantic] Teacher Identity: Demonstrate asset framing and systemic analysis of students and communities.
3. Transformative Teacher Practice: Build inclusive classrooms; practice antiracist/ culturally responsive pedagogy; provide equitable and engaging learning opportunities.
4. Personal Growth and Community Care: Demonstrate professional roles and responsibilities; engage in healing centered practices; practice care for themselves, their cohort, students and school communities.

These domains guide curriculum, align program areas, and evaluate students’ progress.

Methods
The federally grant-funded MA-UTR program, situated at a minority-serving university, focuses on preparing and retaining teachers of Color for urban schools. Two years of qualitative data were collected through course evaluations, course assignments, and classroom teaching and teacher education classroom observations. Evaluation tools aligned with the domains, with questions like, "How did [Course Title] support your development in each/any of the four domains?" Responses provided insights into their learning across the domains. Organizing the data and using open coding, we identified moments where students had opportunities to develop dispositions and skills in each domain, revealing gaps in learning opportunities.

Results
Analysis of 2021-22 data revealed that our program developed PSTs’ understanding of antiracism and social justice (domain 1), but that they struggled to demonstrate this understanding into practice (domain 3). We adjusted our program to provide sessions dedicated to aligning antiracist concepts to teaching practice. Preliminary analysis of 2022-23 data suggests PSTs have greater opportunity to develop across domains. One PST said, “[Inclusion Course] supported my development in Domain 1 because I realized how intersectionality can be present within schools, in Domain 2, I learned more about [city’s] special education resources, in Domain 3, I have been able to begin mapping out exactly what classroom norms I want to implement into my classroom so that it is truly inclusive, and in Domain 4 I have developed because I recognize how much more advocating needs to be done for special education.”

Significance
This study presents a process for TEPs to assess the alignment between their program’s theoretical aims and PSTs’ understanding and teaching practice. Findings demonstrate that a systematic program evaluation can aid teacher educators in walking in their vision for antiracist and social justice education. Additionally, this study recommends creating spaces for annual, systematic reviews aligned to TEPs’ antiracist teaching frameworks.

Authors

• Tanya Maloney, Montclair State University

• Bree Picower, Montclair State University