Outtake: A Culturally Candid Response: Tale of Two Professors’ Reflections

As two assistant professors at the same state university, we began our collaboration by working, observing, and supervising preservice teachers. We were within the same department; however, we taught different educational certification levels. One taught elementary educator certification, while the other taught secondary educator certification. Additionally, we were both supervisors working with preservice teachers. In the role of supervisor, we observed, monitored, and evaluated preservice teachers in the teacher preparation program.

We currently teach at an institute where students come from various backgrounds, cultures, ages, and experiences. To meet our students’ diverse needs, the teacher preparation program offers preservice teachers opportunities to experience residency in a variety of school districts, both urban and rural. Upon entering the teacher preparation program, we noticed preservice teachers were having preconceived notions or generalizations about what their experiences would be like in the field and how they viewed themselves as classroom teachers. We had several conversations about their teaching practices and more specifically about culturally relevant teaching, which ultimately led to the emergence of the current project.