The Role of Preservice Teachers' Personal Funds of Knowledge on Pedagogical Decisions

• In Event: Preservice Teachers' Identity Formation

Abstract

Preservice teachers (PSTs) must learn to approach curriculum and pedagogy in a socially just way. Descriptive examination of early childhood PSTs’ personal funds of knowledge is crucial to inform preparation programs. Drawing on a qualitative study that investigated subjectivities of and conceptualization of culture held by PSTs in rural Midwest (USA), this presentation highlights how early childhood PSTs’ funds of knowledge serve as a main catalyst for pedagogical decision making. Majority of PSTs express the need to examine hegemony, privilege, and bias yet struggle to be pedagogical agents of change in practice. Preparation programs must foster a culturally sustaining approach to pedagogy through critical conversations during field work about- amongst others- race, class, and gender.

Author

• Anne Karabon, University of Nebraska Omaha