Preparing Antiracist Teachers: One Teacher Preparation Program’s Journey

S. Kaka, Michele M. Nobel, J. Lisy
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Abstract

Abstract It is vital that teachers today eschew white supremacy and actively work toward being antiracist in both the content they teach in their classrooms and the ways in which they teach that content, now more than ever before. This paper chronicles the journey that one teacher preparation program has embarked upon to intentionally prepare antiracist prek-12 teachers who promote justice and equity in their classrooms. The authors describe the intentional scaffolding of experiences that their preservice teachers complete as they progress through their licensure programs. The focus is on the various ways in which the authors affect change, beginning with their actions within the larger university community, as well as shifts they have made within the Education Department. They also share the work they have done revising foundational education coursework, and then drill down to the changes made to methods courses for pk-12 preservice teachers, across content areas and licensure grade bands. Lessons learned and a thoughtful reflection on next steps are also included.
反种族主义教师的培养:一个教师培养项目的历程
今天的教师要避免白人至上主义,并在课堂教学内容和教学方式上积极致力于反种族主义,这一点至关重要,现在比以往任何时候都更重要。本文记录了一个教师培训项目的历程,该项目旨在培养12年级前的反种族主义教师,这些教师在课堂上促进正义和公平。作者描述了他们的职前教师在通过执照计划取得进展时完成的有意的经验脚手架。重点是作者影响变革的各种方式,从他们在更大的大学社区内的行动开始,以及他们在教育部门内所做的改变。他们还分享了他们修改基础教育课程所做的工作,然后深入探讨了针对pk-12职前教师的方法课程在内容领域和执照等级方面的变化。还包括吸取的教训和对下一步行动的深思熟虑的反思。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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