Around the globe, student populations have become increasingly diverse. At the same time, endemic and persistent inequalities in educational opportunities, access, and outcomes coupled with acute political polarization pose an ongoing challenge to teacher education communities and the teaching profession. In light of these pressing challenges, this line of my research focuses on how and under what conditions educators learn to teach culturally and linguistically diverse learners for a more inclusive, equitable, and just society. What is the role of critical reflection in teachers’ journey of learning to teach, especially regarding their view of knowledge and knowledge construction, interpretive frame to see learners and themselves, and their professional identity? How do teachers negotiate with standard-based, performance-driven, top-down systems to enact equity- and justice-oriented teaching practice?
Publications
Chang, W.-C. (accepted). Teacher professionalization in Singapore: Equity-centered social justice teaching for a multicultural society. In W. O., Lee, P. Brown, A. L., Goodwin, & A., Green (Eds.), International handbook of education development in Asia Pacific (pp. ##-##). Springer Press.
Chang, W.-C., & Cochran-Smith, M. (in press). Learning to teach for equity, social justice, and diversity: Do the measures measure up? Journal of Teacher Education. https://doi.org/10.1177/00224871221075284
Chang, W.-C., & Viesca, K. M. (2022). Preparing teachers for culturally responsive teaching: A critical review of research. Teachers College Record, 124(2), 1-28.