Supporting Teacher-Educators to Empower their Students for Good Trouble: Acuating Agency via Pedagogical Practice

Session Submission Type: Alternative Format Session

Abstract

In this inquiry-based session, three teacher educators will share ways they draw on contemporary theories of language and literacy to support teacher candidates in developing empowering instructional literacy practices that foster agency among their students. This alternative session will extend a network of individuals dedicated to disrupting traditional systems of literacy research and teacher education. Audience members will engage in interactive teacher education activities designed to bridge critical theory and pedagogical practice.

Content Area

• AREA 1. Pre-service Teacher Education in Literacy

Chair

• Christine Montecillo Leider, University of Massachusetts Lowell

Individual Presentations

• How can generative AI support teacher educators to help teachers interrogate representations of multilingual learners? - Matthew Deroo, University of Miami

• How can linguistic cartography foster a dynamic perspective of languaging? - Christine Montecillo Leider, University of Massachusetts Lowell

• How can the promise of “partial understanding” help teacher candidates reframe their understanding of “mistakes” in student writing? - Christina L. Dobbs, Boston University