What Counts as “Action?” Challenges of Preservice Teachers Implementing Antiracist Teaching

• In Event: AERA Roundtable Session Thursday 5:25 pm Four Seasons Ballroom 1
  In Roundtable Session: Navigating Tensions in Social Justice-Oriented Teacher Preparation: Multilingual Pedagogies, Critical Frameworks, and Antiracist Practices (Table 6)

Abstract

Supporting pre-service teachers to develop critical and antiracist pedagogies is crucial given the current political and educational climate of injustice that disproportionately affects communities of Color. However, a theory-to-practice gap exists, where pre-service teachers struggle to apply what they have learned. This presentation addresses the theory-to-practice gap through the research question: To what extent did teacher candidates meet the learning objectives to apply critical and antiracist practices in their teaching? Drawing from a self-study of a critical and antiracist pedagogy course, analysis of teacher candidates’ lesson plans reveals shortcomings in the types of action described for PK-8 students in combating social inequity. We discuss challenges and reflections for the next iteration of the course and considerations for antiracist teacher preparation.

Authors

• Juliet Lee, Westfield State University

• Noah Jefferson, Westfield State University