Asset-based Perspectives of Students and Marginalized Groups: Secondary Preservice Teachers’ Noticing for Equity and Culturally Relevant Caring

• In Event: Developing Preservice Teachers' Professional Noticing: Preservice Teachers' Noticing Across Diverse Contexts

Abstract

The need for teachers to value and engage with the ideas, experiences, and funds of knowledge of their culturally and linguistically diverse students and the prevalence of deficit-based perspectives among teachers, has led to the push for supporting the predominantly White middle-class teaching force to develop asset-based perspectives of students. This study used teacher noticing for equity and culturally relevant caring frameworks to investigate how 19 secondary preservice teachers (PSTs) reframed their deficit perspectives of students over time. Using a mixed-methods comparative case study methodology, we found the increased uptake of asset-based perspectives of students over time as well as the application of these perspectives to society writ large with associated empathy and care. This has implications for teacher education.

Authors

• Paul J. Weinberg, Oakland University

• Amber S. Bismack, Oakland University