Dismantling Racial Injustice While Incorporating Culturally and Linguistically Responsive Practice in Teacher Candidates’ Field Experiences

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Reflexive Turns: Cultural and Linguistic Justice in Preservice Teacher Education (Table 34)

Abstract

The purpose of this self-study was to examine a problem of practice related to our teacher candidates’ ability to provide culturally and linguistically responsive instruction for their K-12 students during student teaching. Data suggested a lack of agreement between field placement school personnel and teacher education faculty about the knowledge and skills novice teachers need to work effectively with racially, culturally, and linguistically diverse students. We explored in what ways K-12 cooperating teachers,’ university supervisors,’ and teacher candidates’ conceptions of culturally and linguistically responsive teaching align and diverge. Qualitative analysis of survey data guided program improvement efforts including professional learning with university supervisors, revising the field evaluation rubric, and creating new faculty roles incorporating course instruction and clinical coaching.

Authors

• Gayle Y. Thieman, Portland State University

• Amanda T. Sugimoto, Portland State University

• Bernd R. Ferner, Portland State University