Teaching Is Not a Solo Act: Cultivating Community-Engaged Teacher Education

• In Event: (Preservice) Teaching for Justice

Abstract

This paper proposes to share results of a qualitative study focused on pre-service teachers' understanding and enactments of community-engaged teaching during their first semester of a newly designed teacher education program. This paper reports on how a community based field exploration entitled Exploration B developed the preservice teachers' understandings and enactments of community-engaged teaching. This paper reports findings from a qualitative study that draws on modified grounded theory. Findings include the necessity of representation, creating initial community connections, and the significance of overwhelm within preservice community-engaged teaching.

Authors

• Amrit Kaur Cojocaru, Simon Fraser University

• Pooja Dharamshi, Simon Fraser University