How do Higher Education Institutions Need to Adapt to Sustain Equity-Driven Teacher Residency Programs?

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 2
  In Roundtable Session: Centering Mentor Teachers, Transforming Residencies: Equity-Driven Mentoring and Professional Learning in SUPs

Abstract

Residencies, defined as year-long internships with embedded coaching and mentoring opportunities, hold promise as a teacher preparation pathway to reduce longstanding racial, cultural, and linguistic inequities in K-12 education systems. This narrative inquiry study, which relied on boundary spanning as a theoretical framework, involved two faculty members exploring the institutional history of one residency program. Findings indicate that this residency program was shaped by directly challenging the pretense of faculty who claim to hold commitments to equity but do not enact community engaged work for equity. Moreover, findings show that ongoing intensity of interest in teacher preparation on the part of leadership, and celebration of realization of goals based on evidence of the program’s success, were key facets of support.

Authors

• Catherine A. Lammert, Texas Tech University

• Fanni Liu Coward, Texas Tech University