Presentation description

Promoting equity-oriented teaching practices (EOTP) within science and mathematics teacher education is a necessary undertaking. The disciplines of science and mathematics are often assumed to be ""objective"" and, therefore, disconnected from equity, or tensions related to access for historically underserved populations. However, teacher education that appreciates PK-12 student diversity has resulted in greater learning outcomes. There is a growing need to develop these teacher education practices to encourage pre-service teachers' (PSTs), or teachers in training, to address issues of equity when they appear in future classrooms. Merely discussing culturally grounded pedagogy (CGP), or principles of equity, leaves PSTs' understanding as theoretical and practically difficult. It is beneficial to utilize a case-based curriculum developed through collaboration with in-service teachers (ISTs). This empowers ISTs to reflect upon their experiences of classroom equity and construct teaching scenarios that present PSTs with tangible situations. PSTs are asked to engage with these cases in the methods courses that outline teaching practices in math and science. |A thematic coding scheme was used to analyze audio and video data from the IST workshops and PST classroom discussions. It was then determined the extent to which one case succeeded in eliciting PST classroom conversation of the features of CGP discussed in the IST workshops. The findings were mixed, revealing the emergence of a continuum for the features of CGP being discussed. Much of PST classroom conversation was located on one end of the continuum where early versions of the discussion held significant room for development. Other PST classroom conversations were on the opposite end, where discussion was a target version that more aligned with the instructional goals of the class. Where the PST classroom conversations fell on the curriculum mirrored that of the IST workshop discussions. | Findings such as these enable researchers to continue developing cases that prompt productive discussion of CGP practice