Breaking Down the Walls: Novice Teachers' Insights as They Use Teacher Inquiry to Examine Antiracist Practices

• In Event: Division K Section 5 Poster Session

Abstract

Teacher education programs aim to prepare teachers with pedagogical and content knowledge, but are they prepared to respond to complex issues related to racially, ethnically, culturally, and linguistically diverse school settings? As novice teachers transition into their first classroom, they encounter challenges beyond the scope of preparation (Andrews & Quinn, 2005). Unfortunately, they are often unaware of their role in solving students’ challenges, particularly when related to racism and implicit bias (Burkman, 2012). This study examined novice teachers prepared using teacher inquiry, to investigate: What stories do they tell of problems of practice when accommodating diverse learners? How do they describe their challenges and approach to problems of practice? What insights do stories glean into how teacher preparation informed practice?

Authors

• Yvonne Franco, University of Tampa

• Margaret Billings Krause, University of South Florida