Abstract

The purpose of this paper is to explore curricular (re)visions made over the span of two semesters to a required secondary teacher education course. Specifically, we focus on our trials and triumphs in implementing the revised curricula. Our work is guided by the following question: in what ways do preservice teachers deem the diversity-focused course curriculum as relevant to their future teaching stances/practices? Data collected illuminated the complexities of disrupting hegemonic understandings and performances of education. Some of the data indicated that preservice teachers deemed the diversity-focused course curriculum as relevant to and connected with their future teaching stances/practices. Other data highlighted that some preservice teachers’ struggled with making sense of their future teaching practices in relation to issues of oppression and privilege, while other preservice teachers were resistant.

Citation

Bullock, P.L. & Freedman, D.M. (Re)visions to a secondary teacher education course: Trials and triumphs in attempting to disrupt hegemonic understandings and performances of education. Teaching and Teacher Education: An International Journal of Research and Studies, 22(2), 135-149. Elsevier Ltd. Retrieved December 10, 2019 from https://www.learntechlib.org/p/196752/.

Keywords

• curriculum
• diversity
• teacher education