Enhancing Preservice Teachers' Engagement with Asset-Based Pedagogies: Curriculum Revision and Implications

Abstract

Asset-based teaching values students' cultural and linguistic strengths, challenging deficit perspectives that marginalize multilingual learners. This study examines how curriculum revisions in a literacy methods course supported preservice teachers (PTs) in adopting asset-based approaches. In Spring 2024, PTs completed a Family Learning Observation and Analysis (FLOA) project, gaining insights into multilingual literacy practices but struggling to integrate them into lesson planning. In Fall 2024, curriculum revisions included multiple FLOA cycles, literacy autobiographies, and mentor text lesson plans, deepening PTs' engagement. Data from reflections and lesson plans showed PTs growing in critical awareness and designing more inclusive instruction. However, standardized curricula and limited mentor support remained barriers. Findings highlight the need for sustained discussions on linguistic justice and stronger university-practicum partnerships to foster culturally and linguistically responsive teaching.