Reimagining Classroom Management: What Preservice Teachers Need to Know to Bring Peace, Justice, Equity, and Inclusion to the Classroom

• In Event: AERA Roundtable Session 6
  In Roundtable Session: Examining Relationships Between Teacher Knowledge, Practice, and Self-Efficacy

Abstract

The AERA 2021 call asks how to cultivate equitable education centers for the 21st Century. We present a professional development (PD) series incorporating cultural integrative (culturally relevant and sustaining pedagogies; epistemic practices) with socioemotional (belongingness, connectedness, and trust) practices. Pre-post surveys measured teacher knowledge of: a) self-awareness, b) support of academic competence, and c) socioemotionally safe classrooms. Pre-survey results reveal teachers entered the PD experience with adapting and infusing knowledge for cultivating healthy classrooms (incorporating cultural assets of students, building trust, and co- constructing norms with students). Post-surveys revealed teachers' desire for knowledge about epistemic practices, elderhood and restorative practices. This work has implications for connecting culturally integrative practices with socioemotional approaches for teacher learning.

Authors

• Antoinette S. Linton, California State University - Fullerton

• Toni Williams, University of South Carolina - Columbia