Using Academic Freedom to Push Boundaries in Teacher Preparation

Abstract

The mission of education programs is to provide opportunities for preservice teachers (PSTs) to become comfortable working with all students they will encounter; therefore, changing the face of teacher education is important. Allowing professors a certain level of academic freedom to strategically and purposefully build curriculum designed to respond to an ever-changing educational landscape while making space for authentic experiences is invaluable. If we are wanting our future teachers to lead successful diverse classrooms, opportunities must be developed and provided even if this means thinking outside of the box and in our experience outside of the university. When developing future teachers, this cannot be taken lightly. Experiences must be developed to help prepare future teachers who will be challenged by parents and communities on the content decisions they may make in their own classrooms. If we model flexibility and independent decision-making skills, then our PSTs will learn these dispositions. In addition, allowing them to take the authority in developing and implementing professional development experiences such as the experience in Hato Mayor will be valuable in developing their knowledge of leading in the classroom, school, and teaching profession.

Citation

Thornburg, A.W. and Collins, J. (2021), "Using Academic Freedom to Push Boundaries in Teacher Preparation", Ceglie, R. and Thompson, S. (Ed.) Academic Freedom: Autonomy, Challenges and Conformation, Emerald Publishing Limited, Leeds, pp. 43-51. https://doi.org/10.1108/978-1-83909-882-620211003