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peer-reviewed, independent, open access, multilingual journal  \nArizona State University  \n\n| Volume 32 Number 54 | September 17 , 2024 | ISSN 1068-2341 |\n| --- | --- | --- |\n\nProgram Design and Exemplary Practices for Preparing Teachers of Color and Indigenous Teachers  \nFelicia Moore Mensah  \nTeachers College, Columbia University  \nChristine L. Quince  \nUniversity of California, Berkeley  \n&  \nWeadé James  \nCenter for American Progress  \nUnited States  \nCitation: Mensah, F. M., Quince, C. L., & James, W. (2024) . Program design and exemplary practices for preparing Teachers of Color and Indigenous Teachers. Education Policy Analysis Archives, 32(54). [https://doi.org/10.14507/epaa.32.8468](https://doi.org/10.14507/epaa.32.8468) This article is part of the special issue, Research on Teachers of Color and Indigenous Teachers, guest edited by Conra Gist, Travis Bristol, and Saili Kulkarni.  \nAbstract: Research on Teachers of Color and Indigenous Teachers (TOCIT) has gained traction in recent years in educational scholarship. Yet very few studies have evaluated teacher education programs that prepare TOCIT within the U.S. context or have focused on the promising pedagogical practices used to prepare TOCIT. The challenge of doing program evaluation resides in the different institutional contexts and the limited time teacher education researchers have to look holistically and systematically at program design and evaluation. However, we can talk about  \nexemplary practices that have been supportive in preparing TOCIT. This article describes various teacher education pedagogical and theoretical practices that have been used in the preparation of TOCIT within different types of teacher education programs. We discuss two common types of teacher education programs—traditional and alternative. We also discuss the policy landscape for these teacher education program types, focusing on practices used in TOCIT preparation. Recommendations are suggested for policymakers to work intentionally toward creating a diverse teacher workforce and providing support—resources and financial—throughout teachers’ careers. Keywords: Teachers of Color and Indigenous Teachers; alternative certification programs; Grow Your Own; residency programs  \nDiseño de programas y prácticas ejemplares para preparar Maestros de Color y Maestros Indígenas  \nResumen: La investigación sobre Maestros de Color y Maestros Indígenas (TOCIT) haganado fuerza en los últimos años en la academia educativa. Sin embargo, muy pocos estudios han evaluado programas de formación docente que preparen a TOCIT dentro del contexto estadounidense o se han centrado en las prácticas pedagógicas prometedoras utilizadas para preparar TOCIT. El desafío de realizar una evaluación de programas reside en los diferentes contextos institucionales y en el tiempo limitado que tienen los investigadores en formacióndocente para examinar de manera integral y sistemática el diseño y la evaluación de los programas. Sin embargo, podemos hablar de prácticas ejemplares que han sido de apoyo en la preparación del TOCIT. Este artículo describe varias prácticas pedagógicas y teóricas deformación docente que se han utilizado en la preparación de TOCIT dentro de diferentes tipos de programas de formación docente. Analizamos dos tipos comunes de programas deformación docente: tradicional y alternativo. También analizamos el panorama de políticaspara estos tipos de programas de formación docente, centrándonos en las prácticas utilizadas en la preparación del TOCIT. Se sugieren recomendaciones para que los formuladores de políticas trabajen intencionalmente para crear una fuerza laboral docente diversa y brindarapoyo (recursos y financiero) a lo largo de las carreras de los docentes.  \nPalabras-clave: Maestros de Color y Maestros Indígenas; programas de certificaciónalternativos; Grow Your Own; programas de re","cbCaidpcycK2jiEW","https://ap.wps.com/l/cbCaidpcycK2jiEW","pdf",314980,15,"English","# Special Issue: Research on Teachers of Color and Indigenous Teachers\n## Program Design and Exemplary Practices\n## Abstract\n## Keywords\n## Handbook Overview","[{\"question\":\"What does the article focus on regarding TOCIT preparation programs?\",\"answer\":\"It describes program design and exemplary pedagogical and theoretical practices used to prepare Teachers of Color and Indigenous Teachers across different teacher education program types.\"},{\"question\":\"Why is program evaluation for TOCIT preparation challenging?\",\"answer\":\"The article attributes the challenge to differences in institutional contexts and the limited time available for teacher education researchers to examine program design and evaluation holistically and systematically.\"},{\"question\":\"Which two common teacher education program types does the article discuss?\",\"answer\":\"It discusses two common types: traditional teacher education programs and alternative teacher certification programs.\"}]","Program Design and Exemplary Practices for Preparing Teachers of Color and Indigenous Teachers | PDF",1792094373,38]