Critical Conversations in Practice-Based Teacher Education: Fostering Equitable Teaching in a Yearlong Practicum

ABSTRACT

This study explores the use of critical conversations in a field-based practicum setting to develop dispositions toward, and understandings of, equitable teaching practices. To date, few studies have examined how mentors and mentees use shared reflection to examine issues of equity alongside learning how to teach. Using self-study methods and discourse analysis, I describe how two mentors and one preservice teacher engaged in five critical conversations across one school year. Critical conversations centered around how to design curriculum and use inclusive teaching practices to serve culturally, linguistically, and racially minoritized students in one fifth grade classroom. Findings indicate the participants used ten discursive strategies to initiate and sustain critical conversations, and issues of race surfaced new tensions that challenged the group’s collaboration. Given the turn toward practice-based teacher education, this study offers insights into the ways mentors and mentees can use critical conversations to mediate field experiences and suggests the need for repurposing existing resources to prepare culturally relevant, antiracist, and equity-focused educators.

KEYWORDS:

• Critical conversations
• equitable teaching
• practice-based teacher education

Acknowledgments

I would like to thank “Heather” and “Madeline” for their willingness to embark on a yearlong journey with me in becoming better teachers for our students.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Data Set Availability Statement

The data that supports the findings of this study are available on request. The data are not publicly available due to containing information that could compromise the privacy of the research participants.

Additional information

Notes on contributors

Anne Daly

Anne Daly is an Assistant Professor of Literacy Studies in the Curriculum and Instruction Department at the University of Texas at Arlington. Her current research examines how classroom teachers, preservice teachers, and elementary students talk about critical social issues to realize greater racial justice in US schools and classrooms. Prior to graduate school, Anne was an elementary school teacher for seven years and served as a classroom mentor for preservice students working towards their initial teacher certification.