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Investigating the Development of Culturally Sustaining Teacher Practices
Sat, April 23, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), Division Virtual Rooms, Division K - Section 03: Teachers’ and Teacher Educators’ Lives: Lived Experiences, Identities, Socialization and Development Virtual Paper Session RoomAbstract
This study explored the development of culturally sustaining educators through their self-perceptions. Symbolic interactionism was utilized to design the study and the primary data for this paper was semi-structured interviews. A CoP model for culturally sustaining teacher development was created and the findings suggest it would be worthwhile to further explore the relationship between CSP and CoP and the potential for critical CoP. The study concluded that a collective orientation should be central to the work of preservice and in-service teachers within teacher education programs and PK-12 schools. Further, there is a need for critical CoP and for teacher educators and school administrators to model activism and working in and with communities in meaningful ways.