Promoting Race Talk With Elementary Preservice Teachers Through Diverse Picture Book Read Alouds

2021 ◽  
pp. 210-234
Author(s):  
Bethany Louise Scullin
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Picture Book ◽  
Read Aloud ◽  
Read Alouds ◽  
Curricular Framework ◽  
The Us ◽  
Elementary Preservice Teachers ◽  
History Of ◽  
Education Courses

The purpose of this chapter is to provide teacher educators with considerations on how to incorporate diverse picture book read alouds into their own education courses in an effort to promote race talk with preservice teachers (PST). The chapter begins by explaining the need for children to talk about race and the resistance of many PST engaging in these important discussions. Next, an explanation is provided of why diverse picture book read alouds may be a catalyst for preservice teachers to engage in race talk. The chapter continues with a description of the developed Race Talk Read Aloud Curricular Framework which includes a Race Talk Text Set. Eight considerations explain how the curricular framework and text set were developed with the purpose of promoting race talk with PST as they read and discussed the history of racism in the US, how it applies to ourselves, and current literacy instruction in our nation's schools.

Getting critical with disciplinary literacy: a read aloud strategy

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Melissa Wrenn ◽  
Jennifer L. Gallagher
Keyword(s):  
Social Studies ◽  
Design Methodology ◽  
Picture Book ◽  
Lesson Plan ◽  
Disciplinary Literacy ◽  
Read Aloud ◽  
Background Information ◽  
Read Alouds ◽  
Content Type ◽  
Do So

PurposeThe purpose of this article is to explain and demonstrate a critical disciplinary read aloud strategy that has both an equity goal and a social studies goal.Design/methodology/approachThe authors begin by explaining background information on read alouds and critical disciplinary literacy. Then, the authors explain the four steps in the critical disciplinary literacy read aloud strategy. As the authors do so, they share important research that supports each of the four steps. Next, the authors offer a sample lesson plan using the informational picture book, Carter Reads the Newspaper.FindingsThe lesson plan uses a 5E template to promote critical disciplinary literacy before, during and after reading in such a way that teachers can foster inquiry through the use of social studies read alouds. After reading this article, teachers will understand more about what critical disciplinary literacy means, what it looks like a lesson plan and how to create their own similar plans using the template and resources provided.Originality/valueThe critical disciplinary literacy strategy offers teachers a way to engage elementary students in work that highlights social justice topics and inquiry.

Incorporating Social Justice Into Science Teacher Education Courses

2020 ◽  
pp. 208-224
Author(s):  
Seema Rivera ◽  
Amal Ibourk
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Teacher Preparation ◽  
Science Teacher ◽  
Instructional Strategies ◽  
Teacher Educators ◽  
Science Teacher Education ◽  
Teaching For Social Justice ◽  
Education Courses

In this chapter, the authors cover the importance and challenges of incorporating teaching for social justice in science teacher education courses. The chapter starts by providing an overview of the literature on social justice, specifically in science education, and define the terms social justice, equity, and diversity. Then, the authors, who are teacher educators from under-represented groups, share their own experiences about what led them to do social justice work. In addition, the authors present examples from their courses with their preservice teachers and instructional strategies they used. The chapter concludes with recommendations of ways in which we might consider implementing social justice practices in teacher preparation courses.

Preservice Teachers

2021 ◽  
pp. 298-317
Author(s):  
Deanna Day
Keyword(s):  
College Students ◽  
Preservice Teachers ◽  
Social Justice ◽  
Children's Literature ◽  
Elementary Students ◽  
Children’S Literature ◽  
Literature Circles ◽  
Read Aloud ◽  
Read Alouds ◽  
Long Read

This chapter describes how a children's literature educator provided a space for preservice teachers to select, read, and discuss diverse and social justice literature through read-alouds and literature circles. In addition, the preservice teachers questioned and challenged their own assumptions about their world during a semester-long read-aloud partnership with elementary students focusing on diverse or social justice children's literature. The college students involved the children in discussions around the texts and planned response activities for them. The findings suggest that partnerships, emphasizing diverse literature, help preservice teachers practice how to choose diverse books, experience the value of read-alouds, and discover how to encourage discussion around diverse texts.

Exploring Access, Intersectionality, and Privilege in Undergraduate Music Education Courses

2019 ◽  
Vol 29 (2) ◽  
pp. 22-37
Author(s):  
Samuel Escalante
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Education Students ◽  
Teachers Beliefs ◽  
Basic Qualitative Study ◽  
Education Courses

Music teacher educators often work to prepare preservice music teachers to be socially conscious and adopt dispositions toward teaching in socially just ways. Preservice teachers’ beliefs, attitudes, and dispositions toward social justice issues may not be sufficiently challenged, however, unless coursework is appropriately conceived. I designed a three-part workshop to introduce and explore the concepts of access, intersectionality, and privilege, and then conducted a basic qualitative study to examine undergraduate music education students’ understandings of and attitudes toward sensitive social justice issues, as well as their experiences with the workshop. I found that exploring sociological concepts related to social justice through interactive activities and allowing students safe methods for expressing themselves, such as journaling, may facilitate the adoption of positive dispositions among preservice teachers toward toward social justice issues.

Eliciting and Analyzing Preservice Teachers' Mathematical Noticing

2017 ◽  
Vol 5 (2) ◽  
pp. 158-177 ◽  
Author(s):  
Julie M. Amador ◽  
Anne Estapa ◽  
Zandra de Araujo ◽  
Karl W. Kosko ◽  
Tracy L. Weston
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Methods Courses ◽  
Mathematical Content ◽  
Mathematics Teacher Educators ◽  
Elementary Preservice Teachers

In an effort to elicit elementary preservice teachers' mathematical noticing, mathematics teacher educators at 6 universities designed and implemented a 3-step task that used video, writing, and animation. The intent of the task was to elicit preservice teachers' mathematical noticing–that is, noticing specific to mathematics content and how students reason about content. Preservice teachers communicated their noticing through both written accounts and selfcreated animations. Findings showed that the specific city of mathematical noticing differed with the medium used and that preservice teachers focused on different mathematical content across the methods sections, illuminating the importance for mathematics teacher educators understanding of the noticing practices of the preservice teachers with whom they work. This report includes implications for using the task in methods courses and modifying course instruction to develop noticing following task implementation.

Developing Teachers as Critical Curators: Investigating Elementary Preservice Teachers’ Inspirations for Lesson Planning

2019 ◽  
Vol 71 (5) ◽  
pp. 518-536 ◽  
Author(s):  
Amanda G. Sawyer ◽  
Katie Dredger ◽  
Joy Myers ◽  
Susan Barnes ◽  
Reece Wilson ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Cooperating Teachers ◽  
New Literacies ◽  
Lesson Plans ◽  
Online Resources ◽  
Know How ◽  
Internet Resources ◽  
University Courses ◽  
Elementary Preservice Teachers

Internet resources abound for preservice teacher (PST) use today, but we do not know how they choose and describe their implementation of them. This study investigates 158 elementary PSTs’ lesson plans across eight courses to describe plan inspiration and justification. PSTs reported being inspired by cooperating teachers (CTs), friends and family members, university courses, and Internet resources. In some cases, these PSTs simply followed lesson plans given to them. In other cases, they collected, curated, synthesized, and applied ideas based on inspirations, showing dispositions of New Literacies Theory. This study provides evidence that teacher educators need to engage PSTs in intentionally developing the skills of curation by acknowledging and modeling the depth and breadth of resources, including those that are not necessarily sanctioned. Implications include ways that teacher educators can frame PSTs’ understandings as they critically consume online resources through Critical Curation Theory.

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