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Revising a Teacher Education Program for Diversity and Social Justice through Culturally Responsive Coursework and Professional Collaboration

Revising a Teacher Education Program for Diversity and Social Justice through Culturally Responsive Coursework and Professional Collaboration

Gayle Y. Thieman (Portland State University, USA)
Copyright: © 2016 |Pages: 28
ISBN13: 9781522502043|ISBN10: 1522502041|EISBN13: 9781522502050
DOI: 10.4018/978-1-5225-0204-3.ch020
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MLA

Thieman, Gayle Y. "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, edited by Teresa Petty, et al., IGI Global, 2016, pp. 409-436. https://doi.org/10.4018/978-1-5225-0204-3.ch020

APA

Thieman, G. Y. (2016). Revising a Teacher Education Program for Diversity and Social Justice through Culturally Responsive Coursework and Professional Collaboration. In T. Petty, A. Good, & S. Putman (Eds.), Handbook of Research on Professional Development for Quality Teaching and Learning (pp. 409-436). IGI Global. https://doi.org/10.4018/978-1-5225-0204-3.ch020

Chicago

Thieman, Gayle Y. "Revising a Teacher Education Program for Diversity and Social Justice through Culturally Responsive Coursework and Professional Collaboration." In Handbook of Research on Professional Development for Quality Teaching and Learning, edited by Teresa Petty, Amy Good, and S. Michael Putman, 409-436. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0204-3.ch020

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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.

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