Redesigning Teacher Preparation to Increase Educator Diversity

• In Event: The Power of Community: Researching Transformation by Remedying and Repairing Teacher Education

Abstract

This presentation will discuss the process of critically examining and redesigning the teacher preparation curriculum at the Institute of Higher Education (IHE) to center culturally responsive pedagogy, anti-racist practices, and equity. Key changes to course content, assignments, and field experiences will be highlighted.

These curricular changes aim to produce teachers equipped to address educational inequities in their classrooms and schools. By centering culturally responsive pedagogy, anti-racist practices, and equity in teacher preparation, this redesign effort contributes to the growing body of research on culturally responsive teacher education (Aronson & Laughter, 2016; Gay, 2010). The integration of critical race theory perspectives and emphasis on teachers' racial literacy addresses the urgent need to prepare educators who can effectively serve diverse student populations. This approach not only enhances the preparedness of individual teachers but also has the potential to transform school cultures and contribute to more equitable educational outcomes for all students, particularly those from marginalized communities.

Author

• Jerell Hill, Los Angeles City College