Building Bridges: From Teacher Education Program to First-Year Teaching for Equity and Critical Inclusivity

• In Event: 61.030 - Going Rogue and Building Bridges: Teacher Learning for Justice and Equity

Abstract

Through a yearlong study, we researched how first year teachers created and maintained inclusive classrooms committed to racial and social justice, equity, and inquiry-based teaching and learning. Based on case studies of nine K-8 public school teachers in one of the largest urban districts in the country, our study yielded insights into how intellectual learning communities, modeled after professional learning communities (DuFour, 2007), can be used to support neophytes. Data included interviews, audio-recorded monthly meetings, researchers’ fieldnotes, and virtual communication. Our findings offer implications for teacher educators, researchers, and teacher leaders by honoring the experiences of novice educators and recognizing their truths and perspectives as valuable contributions to improving education for many of our most marginalized K-8 students.

Authors

• Jodene Morrell, University of Notre Dame

• Erica Eva Colmenares, San Jose State University

• Britt K. Hamre, Teachers College, Columbia University