Using Teacher Critical Care to Assess and Promote Inclusive Pedagogy in Teacher Educator Praxis

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 1
  In Roundtable Session: Disrupting Dysconsciousness and Promoting Equity: Exploring Gender, Race, and Critical Care in Teacher Preparation Programs (Table 11)

Abstract

This paper explores how Teacher Critical Care (TCC) and Quantitative Critical Theory (QuantCrit) can be utilized to refine a tool for assessing teacher candidate experiences within teacher preparation programs. By adapting a survey assessment tool and employing exploratory factor analysis (EFA), we aim to measure the inclusivity of instruction experienced by teacher candidates in their coursework and interactions with teacher educators. This approach highlights systemic factors influencing teacher candidates experiences and supports the development of more equitable and affirming educational practices. The findings emphasize the need for teacher educators to maintain critical reflexivity and use assessment tools to model and support a diverse, sociopolitically aware cadre of new teachers essential for addressing systemic inequities and fostering a healthy democracy.

Authors

• Tara J. Plachowski, Webster University

• Milly Joyner, Educurious

• Lisa D. Bendixen, University of Nevada - Las Vegas