Abstract
ABSTRACT As the United States becomes increasing diverse, it is incumbent upon teachers and teacher educators to continually strive to develop more equitable and socially-just pedagogies and practices. Framed through the lens of translanguaging, this multiple case study examined the burgeoning development of equity-based practices and mindsets of eight in-service early childhood and elementary teachers in the Midwest over three teaching-coaching cycles. Analysis focused on materials (e.g., original and revised lesson plans, teaching videos, lesson materials, and peer dialogues and reflections on lesson preparation, activities, and assessments), collected over three coaching cycles, final reflection papers, and focus group interviews. Preparation, teaching, and reflection videos, as well as interviews, were transcribed and coded across three phases of analysis. Findings indicated that teacher transformations occurred as teachers interrogated moments of tension in lesson planning and implementation dialogically with their peers across the cycles and that virtual communal spaces served as communities of practice.
Published Version
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