Examining Critical Curation on the Development of Teacher Candidates' Equity Pedagogy in STEM+C Classrooms

• In Event: Do Equity and Justice Anchor STEM Practice? Unpacking Variation in Teacher Learning, Research, and Instructional Practice

Abstract

This qualitative study examines how teacher candidates experienced critical curation as preparation for implementing equity pedagogy within a STEM+C classroom. Additionally, we examine themes of critical curation on teacher decision-making, and designing effective curation pedagogy with an equity and inquiry stance for novice teachers. Results indicate curation to have positive impacts on teacher candidate planning and equity pedagogy. Teaching cases provided a model for teachers to gain confidence curating and planning for all students’ needs. Utilizing an inquiry stance to study the implementation of curated plans allowed teacher candidates to critically reflect on their equity pedagogy and form a professional learning community.. Implications for both further research and the practice of critical curating for equity pedagogy will be presented.

Authors

• Jamey Burns, University of North Florida

• Caran Mullins, Duval County Public Schools

• Diane Yendol-Hoppey, University of North Florida