How Do We Teach It? Transforming Practice Into Curriculum for Practice-Based Teacher Education

• In Event: Sheraton Roundtable Session 11
  In Roundtable Session: Developing Their Craft: Teacher Educator Pedagogies Toward Innovative Change

Abstract

Given the diversity of U.S. students, teaching has the potential to reinforce persistent opportunity and outcome gaps associated with race and socioeconomic status; it also has the potential to disrupt inequity and provide more just educational experiences for marginalized students. Considering this, teacher education (TE) must prepare teachers to practice equitably. The practice of assigning competence is promising because it requires teachers to coordinate knowledge and skill with specific attention to disrupting inequities. This paper examines the teaching of assigning competence in two practice-focused TE courses. Although the practice is well-specified in the literature, “transforming” it for teacher education was not straightforward. We identify six areas needed to teach the practice and draw implications for practice-based TE for equity.

Authors

• Rebecca Gadd, University of Michigan - Ann Arbor

• Charles Wilkes, University of Michigan

• Deborah Loewenberg Ball, University of Michigan - Ann Arbor