Lessons for Teacher Education: The Role of Critical Professional Development in Teacher of Color Retention
Item
Title
Lessons for Teacher Education: The Role of Critical Professional Development in Teacher of Color Retention
Abstract/Description
With disproportionately high attrition rates for teachers of Color, there are many lessons to be learned from veteran teacher leaders that can inform how we train teachers. In this article, I share analysis of interviews with 11 women of Color veteran teachers who serve in formal or informal leadership roles within social justice education. Their reflections reveal how teacher education programs—justice oriented or not—fell short in preparing them for the hostile racial climate of schools, thus putting them at increased risk of being pushed out of teaching. This article also points to collectivized teacher-led spaces of racial literacy development—framed as critical professional development (CPD)—that have helped to sustain them in the field. These teachers’ narratives offer significant insights for teacher education to better prepare teachers of Color for long, effective, and transformative careers.
Author/creator
Date
In publication
Volume
70
Issue
1
Pages
39-50
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Keywords
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0022-4871
Citation
Kohli, R. (2019). Lessons for Teacher Education: The Role of Critical Professional Development in Teacher of Color Retention. Journal of Teacher Education, 70(1), 39–50. https://doi.org/10.1177/0022487118767645
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