Case 2: An Embedded Model for Teacher Preparation: Literacy, Learning, and Social Justice in Professional Development Schools

At the University of South Carolina (U of SC), we believe that becoming effective educators is intimately connected to children and the diverse cultural, linguistic, and literacy experiences that they bring to classrooms. Our goal is to foster a school-university culture that is committed to the preparation of future educators while inviting preservice teachers to actively explore issues of diversity and social justice in classrooms. One way to help preservice teachers to become culturally responsive educators is to provide multiple experiences to work directly with students from a wide range of cultural and linguistic backgrounds. To achieve these goals, our students take part in a series of embedded literacy, math, and science methods classes. These classes are held in local elementary schools, involve preservice teachers working directly with children, and engage classroom teachers as teacher educators.