Investigating Changes in Literacy Methods Courses to Prepare Preservice Teachers to Create Culturally Sustaining Curriculum.

Saved in:

Bibliographic Details
Title:	Investigating Changes in Literacy Methods Courses to Prepare Preservice Teachers to Create Culturally Sustaining Curriculum.
Authors:	Ahmed, Kathryn Struthers¹ ka1686@hunter.cuny.edu
Source:	Issues in Teacher Education. Spring2025, Vol. 34 Issue 1, p5-35. 31p.
Subject Terms:	Literacy, Teacher education, Classrooms, Student teachers, Education advocacy, Curriculum planning, Curriculum, Educational equalization
Abstract:	Given the importance of culturally sustaining curriculum, coursework in teacher education must support preservice teachers (PSTs) to learn how to design curriculum grounded in students' lives, communities, and cultural practices. This study investigates how changes in an elementary literacy methods course supported PSTs' creation of equity-based, culturally sustaining unit plans for urban elementary classrooms. Fifty-six-unit plans from across three years are analyzed, with findings showing that course changes--including core texts, unit plan requirements, and pedagogical practices--led to PSTs' creating unit plans that were more embedded within students' communities and lived experiences and more focused on student activism and voice. Implications include the power of teacher educators engaging in their work as reflective practitioners to optimally scaffold PSTs' learning around creating culturally sustaining curriculum. [ABSTRACT FROM AUTHOR]
	Copyright of Issues in Teacher Education is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	Given the importance of culturally sustaining curriculum, coursework in teacher education must support preservice teachers (PSTs) to learn how to design curriculum grounded in students' lives, communities, and cultural practices. This study investigates how changes in an elementary literacy methods course supported PSTs' creation of equity-based, culturally sustaining unit plans for urban elementary classrooms. Fifty-six-unit plans from across three years are analyzed, with findings showing that course changes--including core texts, unit plan requirements, and pedagogical practices--led to PSTs' creating unit plans that were more embedded within students' communities and lived experiences and more focused on student activism and voice. Implications include the power of teacher educators engaging in their work as reflective practitioners to optimally scaffold PSTs' learning around creating culturally sustaining curriculum. [ABSTRACT FROM AUTHOR]
ISSN:	15363031