Revising a Teacher Education Program for Diversity and Social Justice through Culturally Responsive Coursework and Professional Collaboration
Handbook of Research on Professional Development for Quality Teaching and Learning
A major revision in a graduate teacher education program (GTEP) at a mid-sized urban university provided an opportunity to rethink goals as teacher educators in order to address issues of diversity and social justice. This chapter suggests some answers to the question: What characteristics of a teacher preparation program prepare teacher candidates (TCs) to provide high quality education for all students, including those who have been historically underserved? This chapter reports a case study of the relevant research and implementation of substantially revised university coursework to better prepare teacher candidates for a diverse student population, and increased collaboration to promote program coherence. Revised coursework emphasizes culturally responsive teaching, content area literacy, and accountability for K-12 student learning. Collaboration is facilitated by clustered placements, co-teaching, and lesson study.
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Thieman, G. (2016). Revising a teacher education program for diversity and social justice through culturally responsive coursework and professional collaboration. In T. Petty, A. Good, & M. Putnam (Eds.). Handbook of research on professional development for quality teaching and learning. Hersey, PA: IGI Global.