Joy for Remedy and Repair in Teacher Education

• In Event: Pedagogical and Methodological Innovations for Remedy and Repair in Teacher Education

Abstract

The deprofessionalization and dehumanization of teachers, and the stresses following COVID-19
pandemic often manifest as institutionally-fomented oppositions to the work of disrupting the
status quo of educational inequities and injustices within teacher education. We hold that one
result of this ongoing struggle is the systemic decentering of joy in teacher education. Our work
is aimed at empowering novice teachers to claim their joy and assert agency to enact a liberatory
vision for schooling. Our data is drawn from interviews, regular feedback from students and
mentors, curricular artifacts, program communications, and researcher memos. Our analysis is
thematic using inductive and deductive coding to identify broad themes. This study may be
helpful to other teacher educators grappling with similar hostile conditions.

Authors

• Vinay Mallikaarjun, University of Pennsylvania

• Michael Kokozos, University of Pennsylvania

• Jessica Whitelaw, University of Pennsylvania

• Sonia M. Rosen, University of Pennsylvania

• Frances OC Rust, University of Pennsylvania

• Charlotte E Jacobs, University of Pennsylvania