No Hablo Espanol, But My Students Do: A Self-Study to Understanding How Teacher Identity and Experiences Manifest in Pedagogy and Curriculum

• In Event: AERA Research-in-Progress Roundtable Session 1
  In Invited Roundtable: Latinx Student Experiences: Curriculum, Pedagogy, Identity, and the School to Prison Pipeline (Table 3)

Abstract

This self-study explores the intersection of teacher identity, curriculum choices, and pedagogical practices in a predominantly Hispanic secondary science classroom. The research aims to document and reflect on the curriculum and teaching methods, focusing on culturally responsive teaching and sociopolitical issues. Using a theoretical framework informed by constructivist theory, Latinx critical race theory, and critical whiteness theory, the study employs narrative inquiry and self-study methods. Data will be collected through teacher artifacts, reflections, and student work. The findings aim to reveal biases, challenges, and areas for improvement, contributing to the broader understanding of culturally responsive teaching. The study seeks to enhance professional development and foster more inclusive and equitable educational environments.

Author

• Kaitlyn Herling, Kutztown University of Pennsylvania