Teaching a Productively Disruptive Habit-of-Mind: Centering Justice Through a High-Leverage Practice in Teacher Preparation Programs

• In Event: Sheraton Roundtable Session 31
  In Roundtable Session: Cultural Responsive Schooling Across Cultural and Teacher-Prep Contexts

Abstract

This paper demonstrates how using specific high leverage practices (HLP) can equip preservice teachers (PT) in their Teacher Education programs with the pedagogical skill for analyzing and implementing norms and routines in classroom discussions. Bridging an oft perceived gap between the sociopolitical foci of Educational Foundations courses and Teacher Education courses, this paper analyzes a specific teaching skill within the fields of power through which teaching and learning happen. Using pre-test, post-test HLP data with teacher-candidates, we argue that building upon the skills of HLP allow the teacher to intentionally disrupt normative (oppressive) actions, and productively re-direct discussion so that the justice of talking with a diversified reality of opinions and positions is dialogically centered.

Authors

• Lisa M. Perhamus, Grand Valley State University

• Sean Lancaster, Grand Valley State University

• Paula Lancaster, Grand Valley State University