Presentation Title

Advocating for Social Justice in an Online Teacher Preparation Program

Start

10-1-2020 10:00 AM

End

10-1-2020 11:00 AM

Short Description

This qualitative case study explores how preservice teachers advocate for social justice and equal access via virtual exchange in online intercultural awareness courses, and how they perceive and construct their identities in a teacher preparation program (TPP). This research intends to create culturally sensitive empowerment in TPP in higher education.

Abstract

The purpose of this qualitative case study is to explore how preservice teachers advocate for social justice and equal access via virtual exchange in an online intercultural awareness course, in the hope of examining how they perceive and construct their identities in a teacher preparation program. In response to the recent Covid-19 pandemic where it created both opportunities and challenges for teachers and students, it is more urgent than ever that the teachers’ voices are being heard. This timely research demonstrates that teachers need to come up with more innovate pedagogy and practice and how teacher professional development programs can best cope with the current situation where it calls for more teacher agency.

Using Critical Discourse Analysis (CDA) (Fairclough, 1995, 1999) to examine participants’ language use in 4 online classrooms and interviews, this study reveals the inequalities that participants experience in US academia and society. Through discourse as a way of representation, participants show how they represent themselves in US academia and social lives. This research intends to direct towards critical consciousness and create culturally sensitive empowerment in our teacher preparation programs in higher education. The identity construction of preservice teachers and the unjust social dynamics also demand the programs provide curriculum and better training that meets their needs. The study also highlights the imbalance of power in our society and advocates for creating a culturally inclusive environment for the preservice teachers.

Format

Round Table

Institutional level targeted

Higher Ed

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Oct 1st, 10:00 AM Oct 1st, 11:00 AM

Advocating for Social Justice in an Online Teacher Preparation Program

The purpose of this qualitative case study is to explore how preservice teachers advocate for social justice and equal access via virtual exchange in an online intercultural awareness course, in the hope of examining how they perceive and construct their identities in a teacher preparation program. In response to the recent Covid-19 pandemic where it created both opportunities and challenges for teachers and students, it is more urgent than ever that the teachers’ voices are being heard. This timely research demonstrates that teachers need to come up with more innovate pedagogy and practice and how teacher professional development programs can best cope with the current situation where it calls for more teacher agency.

Using Critical Discourse Analysis (CDA) (Fairclough, 1995, 1999) to examine participants’ language use in 4 online classrooms and interviews, this study reveals the inequalities that participants experience in US academia and society. Through discourse as a way of representation, participants show how they represent themselves in US academia and social lives. This research intends to direct towards critical consciousness and create culturally sensitive empowerment in our teacher preparation programs in higher education. The identity construction of preservice teachers and the unjust social dynamics also demand the programs provide curriculum and better training that meets their needs. The study also highlights the imbalance of power in our society and advocates for creating a culturally inclusive environment for the preservice teachers.