Preservice Teachers’ Twisting Path to Developing a Concept of Equitable Teaching
Abstract
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.
Department(s)
English
Document Type
Article
DOI
10.1080/08878730.2024.2417307
Publication Date
1-1-2025
Recommended Citation
Knowles, Amy E. and Hadley, Heidi Lyn, "Preservice Teachers’ Twisting Path to Developing a Concept of Equitable Teaching" (2025). Faculty Scholarship. 229.
https://bearworks.missouristate.edu/articles00/229
Journal Title
Teacher Educator
