Instructional Case Studies on Teacher Education
The faculty members of UCLA’s Teacher Education Program (TEP), along
with research facilitators in IDEA, are working to create and maintain structures
for critical reflection and systematic inquiry related to teacher preparation.
Together, the TEP faculty and IDEA staff form a team of collaborative researchers
who are developing instructional case studies. The cases seek to capture some
of the rewards and challenges of training urban public school teachers who
are committed to social justice. The cases are also learning tools for UCLA
faculty as well as other university and school-based teacher educators attempting
to create contextually appropriate approaches to urban teacher education in
their own settings. Qualitative inquiry and collaborative research principles
guide the group’s work.
Each group member serves on at least one of four committees that help govern
TEP: the community partnership, curriculum, faculty development, and student
development committees. Each committee strives to generate a case every academic
year. The cases pertain to topics that faculty members feel are essential
to address in order to maintain and enhance the quality of TEP and improve
urban teacher education overall. The cases serve as learning tools in two
ways. First, constructing the cases through inquiry and data collection is
a relevant and useful learning activity for the TEP faculty. Second, the cases,
which will eventually be published, allow TEP faculty members to share their
experiences and insight with teacher educators at other institutions.
IDEA researchers facilitate and coordinate the case development by offering
methodological insight and leadership; planning and facilitating three case
development retreats each year; helping to ensure the accuracy and quality
of the cases; and helping to blend theory and practice into the cases. TEP
faculty participate in each phase of case development and research. The project
is part of IDEA’s Urban Education Collaborative (UTEC), which is generously
funded by the Stuart Foundation. Below are brief descriptions of the Year
One cases.
Community Partnership Committee
This committee is devoted to helping TEP develop and sustain meaningful partnerships
with local, urban school districts and educators. Their case analyzes how
TEP faculty members have attempted to structure their work around the assets,
challenges, and needs of urban communities, being sensitive to the fact that
these communities are growing in diversity and numbers. The committee is researching
the history of their relationship with one partner district in particular
and seeking feedback from this district’s faculty and staff about the
successes and challenges of their collaboration.
Curriculum Committee
This committee explores how TEP faculty can best integrate an innovative and
progressive curriculum that encourages reflective teaching practices with
state standards and credential requirements. They specifically focus on how
students’ completion of the TEP community project can serve as a mechanism
to better understand curriculum integration. Their case centers on two areas:
1) incorporating multiple voices in the design of a meaningful project that
enables students to recognize the assets of urban communities and families,
and, 2) assessing the implementation of this newly retooled project.
Faculty Development Committee
This committee addresses the professional development of TEP faculty. They
are exploring how the faculty can become effective facilitators of difficult
conversations about race, class, and other issues related to equity and social
justice in the classroom. Their case draws from literature related to racial
identity, dialogue, and multicultural education. It also incorporates data
from the TEP professional development retreats the committee coordinated this
year.
Student Development Committee
This committee explores how TEP strives to prepare social justice educators,
which is a critical program goal. The committee’s case investigates
how faculty and staff can help all students move forward to become critical
and committed social justice educators given students’ different past
experiences, levels of social and political awareness, and cultural identities.
Committee members recognize that there are multiple pathways social justice
educators can take. They, as a result, are considering how to tailor TEP’s
instructional program to its diverse, student population.