Toward a Framework for Culturally Sustaining Teacher Educator Pedagogy

• In Event: Toward a More Just Tomorrow? Culturally Sustaining Approaches to Preservice Teacher Education

Abstract

n lieu of formalized professional development spaces, university-based teacher educators often transition into the profession upon completion of their doctoral studies, relying primarily on their prior classroom teaching experiences to guide their philosophical, pedagogical and curricular approaches to educating K-12 teachers (Ping, Schellings, and Beijaard, 2017; Ritter, 2007). Building on Paris’ (2012) culturally sustaining pedagogy framework and using grounded theory to develop anti-racist theories of teacher education (Charmaz, 2006), in this paper, we conceptualize Culturally Sustaining Teacher Educator Pedagogy as a framework for supporting the preparation of K-12 teachers committed to social justice. Specifically, we discuss how Curriculum, Critical Literacies, Practice/Action, and Context serve as critical factors that shape teacher educator pedagogy and K-12 teacher learning.

Authors

• Darlene Lee, University of California - Los Angeles

• Josephine Pham, California State University - Fullerton