148448 - Walking the Walk.pdf (426.57 kB)
Walking the walk: democratizing change in teacher education
journal contribution
posted on 2023-05-21, 05:06 authored by Kim BeasyKim Beasy, Mary Ann HunterMary Ann Hunter, David HicksDavid Hicks, Darren PullenDarren Pullen, Peter BrettPeter Brett, Thomas, D, Robyn ReaburnRobyn Reaburn, William BakerWilliam Baker, Si FanSi Fan, Vaughan CruickshankVaughan Cruickshank, Elspeth StephensonElspeth Stephenson, Vesife HatisaruVesife HatisaruIn this essay, as a group of teacher educators, we discuss our experience of “walking the walk” of teacher education transformation at a time of urgent change. We reflect upon our process of integrating three key priorities in our preservice teacher education courses: education for sustainability; trauma-informed practice; and Indigenizing curriculum. Specifically, we reflect on how these processes were adapted according to the needs of individual courses and units, while at the same time making space for our strengths and our “unlearnings” as academics, and for the ethical considerations that troubled us. In this essay, we explore walking the walk of change and integrating social, environmental, and cultural justice principles in our work together toward equipping and enabling new teachers to be themselves agents of change.
History
Publication title
Journal of the Scholarship of Teaching and LearningVolume
21Issue
4Pagination
195-205ISSN
1527-9316Department/School
Faculty of EducationPublisher
Indiana UniversityPlace of publication
USARights statement
Copyright © 2021 The Trustees of Indiana University. This work is licensed under a Creative Commons Attribution 4.0 International License. (https://creativecommons.org/licenses/by/4.0/)Repository Status
- Open