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Fostering “Good Trouble” through Criticality in Teacher Professional Learning Communities
Fri, December 6, 3:00 to 4:30pm, Westin Peachtree Plaza, Floor: 7th, Augusta GSession Submission Type: Symposium
Abstract
This symposium looks at teacher professional learning communities supporting "good trouble" across four teacher education contexts: 1) a professional learning community of pre-service teachers foregrounding culturally-infused pedagogies; 2) first-year teachers in Georgia grappling with teaching literature in socially just ways; 3) reflections of teacher candidates on moments of advocacy in translanguaging read-alouds, and 4) practitioner inquiry into roleplaying games as speculative pedagogies.
Content Area
Chair
Discussant
Individual Presentations
Cultivating Culturally-Infused Teaching and Learning: Preservice Teachers’ Experience in a Professional Learning Community - Dominique Skye McDaniel, Kennesaw State University
Supporting First-Year Georgia English Teachers as They Open Critical Conversations about Literature - Beth Krone, Kennesaw State University
Teacher candidates’ learning from multilingual children advocating for their linguistic, cultural, and textual rights in translanguaging read alouds - Faythe Beauchemin, Boston College
Leveling Up Critical Storytelling: Practitioner Inquiry around Roleplaying Game Design for Speculative Learning - Karis Jones, Empire State University - SUNY; Alex Corbitt, SUNY Cortland