Integrating Practice-Based Teacher Education and Equity to Support Justice-Oriented Teacher Learning

• In Event: Moscone Center West Roundtable Session 13
  In Roundtable Session: Deepening Teacher Learning Through Contextualization, Placement, and High-Impact Practices

Abstract

Recent efforts have specified the critical core practices and also developed pedagogies for practice-based teacher education (PBTE). However, much remains to be understood about how preservice teachers (PSTs) learn these practices. Further, equity and justice considerations are often left implicit in both the specification of, and pedagogies that teach, core practices. This paper addresses this disconnect between PBTE and justice oriented teacher education by first specifying how PSTs learn the practice of explaining and modeling content (EMC), noting where PSTs engage (and could have engaged) equity considerations within EMC learning. Finally, through an analysis of longitudinal data from a cohort of secondary science and social studies PSTs, the paper hypothesizes a provisional PST learning progression of equity-oriented EMC.

Authors

• Mark R. Olson, University of Wisconsin - Madison

• Anthony Tuf Francis, Oakland University

• Corey Drake, Michigan State University

• Courtney A. Bell, University of Wisconsin/ WCER