How Teachers Learn Racial Competency: The Role of Peers and Contexts. EdWorkingPaper No. 24-968

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42

Race; Teacher Competencies; Knowledge Level; Racial Factors; Peer Influence; Peer Relationship; Teaching Experience; Inservice Teacher Education; Teacher Education; Faculty Development; Elementary School Teachers; Learning Processes

This paper investigates how teachers learn about race in the school context, with a particular focus on teachers' development of racial competency. Using in-depth, semi-structured interviews we find that teachers learn through three sources: from their peers, from years of experience, and from teacher preparation and in-service experiences. Furthermore, we find that learning occurs both informally and formally and that these sources of learning are moderated by three contextual factors: career status, school culture, and out-of-school factors We find that teachers rely most on informal avenues and encounters to develop racial competency.

As Provided

2024

ED652577