Understanding Well-Being: Weaving the Wisdom of Elementary Teachers of Color

• In Event: AERA Research in Progress Roundtable Session One
  In Invited Roundtable: Research-in-Progress RT049 (Wednesday)

Abstract

This study seeks to explore how elementary teachers of color who just completed their teacher preparation program define well-being, what practices they use to support their personal and community’s well-being, how their practice is negotiated and developed, and how they’re inviting well-being into their practice and classrooms. Anchored in Yosso’s (2005) Community Cultural Wealth framework and using qualitative data, this research elevates the inherited wisdom teachers bring into their programs that may come from familial and cultural traditions, cultivated in community networks, or co-constructed with peers in their respective teacher education program. This research positions these as essential, intergenerational collective resources drawn from their personal experiences and funds of knowledge that can inform more holistic practices (Moll et al., 2006).

Author

• Nallely Beulah Aceves Romero, Stanford University