Responding to Bias In-the-Moment: Preparing Teachers in Interactive Read-Alouds

• In Event: Learning Discussion Facilitation Online: Foregrounding Care and Equity in Online Practice-Based Teacher Education Courses

Abstract

Objectives
The need for justice oriented teaching in classrooms today is clear; systemic racism and discrimination based on gender, sexual orientation, and immigration status are persistent obstacles to equitable education for all (Ladson-Billings, 2021). One critical lever for improving education is teacher education; currently, some teacher educators (TEs) highlight the role of practice-based pedagogies in supporting teacher candidates (TCs) to foster inclusive, equitable classroom communities where all students receive a quality education (Authors, 2020; Grossman et al., 2009). During this past year, the urgent need for TCs to be prepared to enact justice-oriented teaching in their future classrooms increased. Ongoing analyses of online TC coursework (Authors, in preparation) indicate that providing novices meaningful opportunities to approximate teaching online is challenging; this case study is a promising example of an online, social justice-oriented approximation. In preparing new elementary teachers online we ask: What challenges and opportunities emerged when TCs approximated responding to biased comments from a child during an interactive read-aloud (IRA)?

Theoretical Framework
We build on work that brings social justice teacher education into curriculum (Bishop, 1990; Picower, 2012) and pedagogical practice (Authors, 2020; Ball, 2018; Dutro & Cartun, 2016). Justice-oriented ELA teachers must be prepared to enact student-centered pedagogies, such as facilitating text-based discussions. However, in instruction that centers students' voices and perspectives, students may make biased and harmful comments. We draw on Author (2019)’s framework of potential teacher responses to prejudice and Ball's (2018) concept of discretionary spaces as places in teaching practice where teachers can reproduce or interrupt injustice in the classroom.

Methods and Data
This is a qualitative case study of an approximation task within a unit on facilitating text-based discussions in an elementary ELA methods course. TCs approximated responding to biased student statements during an IRA. The study utilized methods course videos (~2 hours), methods course artifacts and TC reflections (N=13), TE interviews (N=2), and TC interviews (N=5) as data sources. Data was coded and analyzed using constructs from our theoretical framework.

Results
Results indicate that approximations with opportunities for TCs to respond to biased comments made TCs feel more prepared to respond in-the-moment with children. After engaging in the approximation, TCs noted “I feel more prepared now.” and “I am feeling better after talking through the scenarios.” While TCs felt more prepared, many were still “nervous” and not “completely comfortable” knowing they cannot anticipate all biased comments.
Analyses also revealed another TC concern around responding to biased comments, parents. One TC stated, “I feel ready to tackle it, but am more concerned about dealing with parents’ opinions.” Other TCs expressed similar fears that parental disagreement might affect their employment. This finding indicates additional work needs to be done to support TCs in responding to biased and harmful comments during an IRA and in responding to parents.

Significance
While additional research needs to be conducted, this study highlights an actionable step that TEs can take to prepare TCs to further work against the systemic racism and discrimination in schools and classrooms.

Authors

• Katie Danielson, University of Portland

• Amy Guillotte, University of Pennsylvania

• Sarah Schneider Kavanagh, University of Pennsylvania