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Teacher educators must integrate inclusive pedagogical practices in their teaching and/or practicum supervising while also preparing pre-service teachers to do the same. Graduates must be able to respond to emerging curriculum priorities that include the First Peoples Principles of Learning in all areas of the K-12 BC curriculum, as well as recent changes to school district policies related to SOGI-inclusion with corresponding curricular links and SOGI 123 resources.

National directives from the Truth and Reconciliation Calls to Action (2015), the Association of Canadian Deans of Education National Accord on Indigenous Education (2010), and recent changes to provincial human rights legislation to protect gender identity and expression create unique responsibilities for teacher educators and pre-service teachers in this professional learning context.

Inclusive pedagogical practices in teacher education are informed by theoretical frameworks such as culturally responsive and anti-oppressive approaches; queer or feminist theory; intersectionality; anti-colonial, anti-racist, and decolonizing methodologies; and Indigenous theories of education. Yet the ways in which instructors engage in inclusive teaching practices is influenced by a range of factors, including their discipline, teaching experience, and other experiences and/or identity/ies.

Current activities in the Faculty of Education suggest that instructors are grappling with multiple demands and challenges related to equity, access, diversity, and inclusion, notably in the areas of Indigenous education and creating safer environments for LGBTQIA2S+ learners. For example, a recent 2-year Faculty of Education project (Teacher Education for All) curriculum mapping exercise revealed that particular areas of study in teacher education do not necessarily see relevance and connection to SOGI perspectives.

In feedback from the Indigenous Pedagogy Circle Initiative, which has hosted numerous events over the last 2 years, instructors, Faculty Advisors, and others taking part noted the implementation of Indigenous teachings requires instruction, modelling, and debriefing. This is because learning from Indigenous Knowledge frameworks in teacher education (e.g., learning from Elders, Indigenous community engagement, and land education) draws on significantly different approaches to teaching than the predominantly colonizing model of teacher education.

Inclusive pedagogical practices for teaching Indigenous and SOGI content, perspectives, and learning approaches represents distinct, emergent, and complex areas of teacher education. As such, this requires a range of discipline/content specific, as well as intersecting, mentoring approaches.

The TIPP project, in partnership with the UBC Research-Based Theatre Cluster, offers Intensives as experiential opportunities for teacher educators. University classroom scenarios are depicted as springboards for discussion, analysis, and exploration of transformative, inclusive pedagogical approaches that consider the multiple experiences and identities of students.

The TIPP project, in partnership with the UBC Research-Based Theatre Cluster, offers Intensives as experiential opportunities for teacher educators. University classroom scenarios are depicted as springboards for discussion, analysis, and exploration of transformative, inclusive pedagogical approaches that consider the multiple experiences and identities of students.

Transformational Inclusive Pedagogical Practices (TIPP): Project Report