Generative Change in Teacher Education: Programmatic Redesign for Cultivating Equitable Educational Opportunities

• In Event: Thinking Critically About Teacher Education: Building New Pedagogical, Research, and Policy Futures

Abstract

In this paper, we describe our efforts adapting Ball’s (2009) model of generative change within our teacher education program (TEP). We detail our process of reflecting on our program and selected assignments designed for students to reflect on culture and literacy. This paper is part of a larger project where we hope to align our entire program to Ball’s model. Data sources include 14 essays from seven students who completed two courses in our TEP. Results indicate PSTs’ cursory understanding of culture in relation to literacy and the obstacles Whiteness constrains PSTs from critical reflection and change. We believe Ball’s (2009) generativity framework will be a critical influence to rethink and inform our work with our PSTs.

Authors

• Emily Zuccaro, Eastern Kentucky University

• Todd McCardle, Eastern Kentucky University

• Sonja Heer Yow, Eastern Kentucky University