Open AccessWalking the Walk: Democratizing Change in Teacher Education
Author(s) -
Kim Beasy,
Mary Ann Hunter,
David Hicks,
Stephen Pullen,
Peter Brett,
Damon Thomas,
Robyn Reaburn,
William Baker,
Si Fan,
Vaughan Cruickshank,
Elspeth Stephenson,
Vesife Hatısaru
Publication year - 2021
Publication title -
the journal of scholarship of teaching and learning
Language(s) - English
Resource type - Journals
ISSN - 1527-9316
DOI - 10.14434/josotl.v21i4.32757
Subject(s) - curriculum , pedagogy , social justice , sociology , sustainability , work (physics) , space (punctuation) , social change , teacher education , process (computing) , psychology , engineering ethics , political science , engineering , social science , computer science , mechanical engineering , ecology , law , biology , operating system
In 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.