This article explores how preservice teachers (PSTs) are supported in translating their antiracist knowledge into practice within field supervision contexts. Grounded in a conceptual framework that foregrounds race, racism, and processes of learning and identity, this vignette-based analysis demonstrates how teacher educators (TEs) provide translational resources that help connect PSTs’ understandings of race and racism to their everyday decisions and actions in the classroom. Findings demonstrate that these translational resources are central to helping PSTs interpret and respond to acts of everyday racism within their classrooms and in relation to their teaching. The findings suggest that field supervision is a critical site for PSTs’ antiracist learning and highlight the need for more explicit attention to how TEs facilitate the translation of antiracist knowledge into practice.
Kimberly Oamek (Wed,) studied this question.