Race-focused teacher education has centered on changing preservice teachers’ racial beliefs and attitudes. In this article, we build on this work by exploring how preservice teachers identify and address issues of race and racism in the everyday work of teaching and learning. To conceptualize these processes, we propose the theoretical framework of “racial noticing,” which extends the literature on teacher noticing to the consideration of racial phenomena. Using a comparative case study design, this study focuses on three elementary preservice teachers (two identifying as White, one identifying as Black) with antiracist inclinations. Findings show that they demonstrated generally strong competencies with racial noticing during a mathematics methods course, but that contextual factors influenced shifts in racial noticing during student teaching. We argue that race-focused teacher education centered on noticing the impact of race and racism in learning settings can make the practice of antiracist teaching more tractable for preservice teachers.

中文翻译：

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准备教师在课堂上注意种族：将具有反种族主义倾向的职前教师的能力背景化

以种族为中心的教师教育集中在改变职前教师的种族信仰和态度上。在本文中，我们通过探索职前教师如何在日常教学和学习工作中识别和解决种族和种族主义问题，以此为基础。为了将这些过程概念化，我们提出了“种族注意”的理论框架，它将教师注意的文献扩展到对种族现象的考虑。本研究使用比较案例研究设计，重点关注三名具有反种族主义倾向的初级职前教师（两名认定为白人，一名认定为黑人）。研究结果表明，他们在数学方法课程中表现出普遍强大的种族注意能力，但背景因素影响了学生教学期间种族注意的变化。