Title

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.

Description

Copyright © 2016, IGI Global

DOI

10.4018/978-1-5225-0204-3.ch020

Persistent Identifier

http://archives.pdx.edu/ds/psu/23531

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