This conceptual article explores the use of threshold concepts to help pre-service teachers develop antiracist dispositions. Threshold concepts are “troublesome knowledge” within a discipline that serve as gateways to expanded modes of thinking about subject matter. Grappling with threshold concepts places learners in a liminal space as they confront new knowledge that connects them to transformative, irreversible, and integrative understandings. In response to a call for expanding pedagogical content knowledge of threshold concepts in teacher education, we propose the use of threshold concepts as a pedagogical tool to structure methods courses in order to facilitate the growth of PSTs’ working racial knowledge. We provide the study of redlining as an exemplar of how to promote the threshold concept of structural racism toward developing PSTs’ antiracist dispositions.

这篇概念性文章探讨了使用阈值概念来帮助职前教师培养反种族主义倾向。阈值概念是一门学科中的“麻烦知识”，可作为扩展主题思维模式的门户。解决阈值概念将学习者置于一个阈限空间，因为他们面临新知识，将他们与变革性的、不可逆转的和综合性的理解联系起来。为了响应在教师教育中扩展门槛概念的教学内容知识的呼吁，我们建议使用门槛概念作为教学工具来构建方法课程，以促进 PST 工作种族知识的增长。