Abstract
In this essay, as a group of teacher educators, we discuss our experience of “walking the walk” of teacher education transformation at a time of urgent change. We reflect upon our process of integrating three key priorities in our preservice teacher education courses: education for sustainability; trauma-informed practice; and Indigenizing curriculum. Specifically, we reflect on how these processes were adapted according to the needs of individual courses and units, while at the same time making space for our strengths and our “unlearnings” as academics, and for the ethical considerations that troubled us. In this essay, we explore walking the walk of change and integrating social, environmental, and cultural justice principles in our work together toward equipping and enabling new teachers to be themselves agents of change.
Highlights
In this essay, as a group of teacher educators, we discuss our experience of “walking the walk” of teacher education transformation at a time of urgent change
In this essay we have reflected on our experiences of transforming our curriculum to centralize socially, environmentally, and culturally responsive teaching and learning in preservice teacher (PST) education
Our curriculum transformation project set us on a path of collective reflection about who we are and what we want for our graduates
Summary
In 2020, UTAS embarked on an institution-wide project transformation with the aim to become more place based and sustainable in its offerings to students This project was initiated earlier than planned as a response to the onset of the COVID-19 pandemic and its widespread impacts on the higher education sector. Sociocracy in operation involves a main circle with connected working circles via people who have cross-membership This structure allows for effective two-way communication while enabling only those with relevant skills or interests to be part of a working circle. The flexibility in the sociocracy model ensures structure and coherency remain in our transformation journey, while allowing for individualized journeys of academic staff toward professional and personal agency in integrating the curriculum priorities in ways that are relevant, meaningful, and connected. The following sections offer insights on the ways we encountered each of the priorities through reflection and action
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