“This Is Energizing!” Toward Critically Reflective and Culturally Sustaining Teacher Education Program Design

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Portfolios and Reflection in Teaching and Teacher Education SIG Roundtable Session (Table 4)

Abstract

Teacher Education programs targeting high-need areas (e.g., Bilingual Education, Special Education, and communities in need of credentialed teachers) have the opportunity and duty to commit to curriculum that is culturally sustaining (Paris, 2012; Paris & Alim, 2017), accessible, and works for equity and social justice. This qualitative case study asked how faculty engage in reflective practice throughout an integrated teacher education program redesign, and how course redesign efforts align with the program goals of culturally sustaining pedagogy, Universal Design for Learning (UDL), and teaching for social justice. The researchers will share insights that suggest program redesigns with equity goals must include regular checks with faculty, materials, and students to ensure the commitments are integrated, taught, assessed, and include regular reflection.

Authors

• Selena E Van Horn, California State University - Fresno

• Frederick Peinado Nelson, California State University - Fresno

• Patricia Lane, California State University - Fresno

• Swati Mehta, California State University - Fresno