Redefining the meaning of teaching: A work in progress

Abstract

Particular elements of a new initial certification program are described. The use of inquiry, collaboration, and reflection as teaching strategies resulted in new learning for preservice teachers, experienced teachers, and university faculty involved in the program. Each partner in the endeavor indicated an increased understanding of these strategies as effective tools for teaching and learning at every level of the profession. Furthermore, a vision of professional development for experienced professionals in the context of their work with novice teachers emerged. Guidelines for the design and implementation of such programs are proposed.     

K–12 and University Educators Working Together Toward Change: Initiating a Conversation About Practice

This case study of a joint school/university professional development opportunity explored how 12 practitioners came together to examine change in light of discrepancies between current practice in local schools and promising practices recommended in the literature for students identified as having significant disabilities. The group met monthly over the course of one school year to study action research and to examine aspects of individual practice and their emerging identity as a community of learners. Participants explored perceptions about promising practice relative to actual practice engaged in by K–12 teachers, the impact of ongoing structured conversation on individual practice, and the impact of group membership for both individual participants and school/university partnerships. After one academic year, participants reported that the impact of this structured conversation was highly meaningful with respect to positive change in individual practice, the creation of a new support network for participants, and the development of new understandings between university and K–12 practitioners. Findings are discussed in light of implications for researchers, teacher educators, and K–12 practitioners in their various roles as agents of social change.     

Research,writing, and racial identity: Cross‐disciplinary connections for multicultural education

Abstract

This paper describes a classroom‐based research study designed to determine how students in an undergraduate multicultural education course experience difficult and emotional content about racism. Samples of students’ reflective writing were used as sources of data, and Janet Helms’ theory of racial identity development served as the framework for analysis. Findings suggest that coursework in multicultural education can influence white students’ racial identities. In addition, the experiences of one white student are highlighted as she grappled with issues of white privilege and multicultural teaching. This study illustrates how reflective writing in combination with teaching practices informed by psychological theory helped to expand students’ understanding of racism while facilitating the development of their racial identities.