Exploring Discourse Communities in a Pre-Service Teacher Preparation Course

Abstract

As student populations in classrooms in the United States continue to diversify, the diversity of classroom teachers lags behind significantly. It has become increasingly important for programs preparing (mostly white, female) teachers to invest in instructional strategies that promote culturally-relevant educational practices. This includes introducing pre-service teachers to the various discourse communities and practices that k-12 students bring to the classroom. The instructional method presented in this chapter engages pre-service teachers in coursework that develops their own professional identities and promotes their understanding of educators' professional discourse. The project exposes pre-service candidates to their own discourse practices and hidden biases, while increasing their funds of knowledge in order to better value the discourse practices brought to the classroom by the K-12 children in their care.