Revising a Teacher Education Program for Diversity and Social Justice through Culturally Responsive Coursework and Professional Collaboration
Published In
Handbook of Research on Professional Development for Quality Teaching and Learning
Document Type
Citation
Publication Date
2016
Abstract
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.
Rights
Copyright © 2016, IGI Global
Locate the Document
DOI
10.4018/978-1-5225-0204-3.ch020
Persistent Identifier
http://archives.pdx.edu/ds/psu/23531
Citation Details
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.