ERIC Number: EJ1456341
Record Type: Journal
Publication Date: 2025
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0887-8730
EISSN: EISSN-1838-8101
Preservice Teachers' Twisting Path to Developing a Concept of Equitable Teaching
Teacher Educator, v60 n1 p80-103 2025
Many teacher preparation programs have a commitment to preparing teachers who teach equitably. However, current research shows that many teachers struggle to move beyond theoretical understandings into practical enactments once they enter inhospitable teaching contexts. This case study examines the effect of co-creating a conceptual framework of equitable and inclusive teaching with preservice teachers (PSTs). Findings show that a shared framework was critical to PSTs' concept development of equitable teaching: noticing opportunities for equitable instruction, enactment of equitable pedagogy, and reflecting on teaching practice and commitments. This study highlights the value of designing programs that build PSTs' concepts of equitable teaching in multiple contexts.
Descriptors: Preservice Teachers, Equal Education, Teacher Education Programs, Teaching Methods, Inclusion, Guidelines, Program Design, Case Studies, English Teachers, English Instruction, Social Justice, Curriculum Design, Secondary School Teachers, Caring, Culturally Relevant Education, Educational Environment, Sociocultural Patterns
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A