Partial Progress: Antiracist Teacher Preparation in a Teacher Residency

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  In Roundtable Session: Confronting Oppressive Forces in Teacher Preparation

Abstract

One way teacher residencies (TRs) work towards creating more equitable educational opportunities for all students is by expressly committing to antiracism. However, research has shown that enacting antiracist pedagogy often proves challenging for novice teachers (Maloney et al., 2024). This paper looks at a TR that articulates a firm commitment to antiracism, is designed to align theory with practice, and successfully recruits and retains teachers of color to work in historically underresourced schools. This paper asks, to what extent do alumni feel prepared to be antiracist educators? The learnings from the study can be applied to improve this particular TR and other TEPs that aim to prepare teachers who are both committed and able to enact antiracist pedagogy.

Author

• Annaly Rebeccah Babb-Guerra, New York University