Peercy

Drawing from a sociocultural and equity-oriented understanding of teaching, I use self-reflexive and participatory qualitative methods to study the growth and development of teachers and teacher educators, particularly as they work for socially just outcomes for linguistically and culturally diverse learners in PK-12 settings. I am deeply invested in identifying and understanding the pedagogies that teacher educators utilize to support teachers’ experiences of practice, and in the ways in which practice and theory can be in dialogue with one another.  

Since 2015 I have led a collective of early career teachers, teacher educators, and multilingual youth as we have collaboratively explored the kinds of practices that matter for teaching multilingual students. Examples of my recent work appear in Teaching and Teacher Education, TESOL Quarterly, Language Teaching Research, Action in Teacher Education, and TESOL Journal. I have a recent book with Teachers College Press entitled Core Practices for Teaching Multilingual Students: Humanizing pedagogies for equity, and a YouTube channel with many videos that can be used alongside the book, or independently of the book. These videos are useful for showing examples of the core practices in action. Together with Dr. Judy Sharkey, I also have a recent edited book entitled Self-study of language and literacy teacher education practices: Culturally and linguistically diverse contexts. I am Co-Director of UMD's Multilingual Research Center, and I serve on the Editorial Review Board for the Journal of Teacher Education. I am active in the American Educational Research Association's (AERA) Division K, Second Language Research SIG, and the Self-Study of Teacher Education Practices (S-STEP) SIG.

I have experience as an ESOL and Spanish teacher across a variety of ages and contexts, ranging from pre-K through adults.