From Teacher Education to Practicing Teacher: What Does Culturally Relevant Praxis Look Like?

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Abstract

Despite reports of already practicing K-12 teachers’ attempts to teach for critical social justice in their classrooms, there is little connection between teacher education programs and/or the impact of teacher practice in the classroom. This article presents data collected over 3 years from one teacher enrolled in an urban-multicultural teacher education program who transitioned into her first years of teaching. Findings revealed that the teacher implemented culturally relevant education through (a) a caring community, (b) holding high expectations, (c) cultural competence, and (d) sociopolitical awareness as a teacher. Barriers the teacher faced as well as lessons for teacher educators are shared.

Original languageEnglish (US)
Pages (from-to)1115-1141
Number of pages27
JournalUrban Education
Volume55
Issue number8-9
DOIs
StatePublished - Oct 1 2020

All Science Journal Classification (ASJC) codes

  • Education
  • Urban Studies

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