Abstract:

This paper seeks to contribute to the existing literature on preparing culturally responsive teachers, as well as offer nuanced understandings of the ways in which theory and practice preparate future educators for the classroom. Research on social justice in teacher education emphasizes the importance of preparing educators who are critically self-aware and culturally responsive (Zeichner, 2014; Cochran-Smith, 2015). Culturally responsive teachers recognize that learners bring in prior knowledge and beliefs to their learning, and they as educators have the opportunity to create opportunities to connect classroom experiences with out-of-school practices. Scholars such as Zeichner (2014) stress the value of critical self-reflection in teacher education, urging educators to examine their beliefs and biases to become more culturally responsive in their teaching practices. This emphasis on self-awareness is essential in preparing teachers who can navigate diverse classrooms and address the needs of all students. Moreover, the literature discusses transformative learning experiences in teacher education. McGee (2021) highlights that these moments of change often occur during critical incidents or challenges, leading to increased self-awareness and commitment to social justice in teaching. Striking a balance between theory and practice is another crucial aspect in teacher education. Florian and Camedda (2020) argue for the importance of providing student teachers with opportunities to connect theoretical knowledge with real-world experiences, developing culturally relevant and impactful teaching practices.

This paper investigates the experiences and perspectives of two student teachers in a teacher education program centered around social justice and Indigeneity by delving into their challenges, pivotal moments of learning, and transformative experiences. By examining their journeys and pedagogical stances in their first academic term in a teacher education program, this paper intends to shed light on the ways in which these student teachers shape their identities and teaching practices in relation to social justice and Indigeneity. The findings of this study have the potential to inform the development of comprehensive teacher education programs that prioritize critical self-reflection, cultural responsiveness, and social justice practices, preparing future educators to foster inclusive and equitable learning environments for all students.

Objectives or purposes:
This proposal investigates the experiences and perspectives of two student teachers in a newly designed teacher education program centered around social justice and Indigeneity delving into their challenges, pivotal moments of learning, and transformative experiences. This paper explores their journeys and pedagogical stances in their first academic term in a teacher education program.

The research questions being reported on this paper are:
1. How do the experiences and perspectives of two student teachers in a teacher education program differ based on their own intersectional identities and backgrounds ?
2. What are the pivotal moments of learning and growth that student teachers in the program experience? How do these transformative experiences shape their understanding of social justice and education?

Keywords:

Teacher education, social justice, intersectionality.