Decentering Normative Practice Through In Situ Teacher Education

• In Event: 66.059 - Poster Session 14
  In Poster Session: 66.059-9 - Division K Section 9 Poster Session 2

Abstract

In this study we investigate the transformative qualities of teacher education when core values of inclusion and plurality are taken up through collaborative and community-based in situ methods courses. Key findings include that in situ collaborative inquiry amongst mentor teachers and teacher candidates fostered
(1) caring, creative, collaborative learning communities where interdisciplinarity and classroom inquiry changed educators’ understandings of curriculum, teaching and learning;
(2) participants’ criticality of existing processes and systems, including normative expectations of teacher education; and
(3) innovations in planning, teaching and assessment that position diverse middle years students as generative, inquiring, and active agents in relation to social justice and community-oriented issues.

Authors

• Leyton Schnellert, The University of British Columbia - Okanagan Campus

• Shelley Moore, The University of British Columbia