Developing an Equity-Centered Practice: Teacher Study Groups in the Preservice Context

Autor/inn/en	Firestone, Allison R.; Cruz, Rebecca A.; Massey, Darcie
Titel	Developing an Equity-Centered Practice: Teacher Study Groups in the Preservice Context
Quelle	In: Journal of Teacher Education, 74 (2023) 4, S.343-358 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Firestone, Allison R.) ORCID (Massey, Darcie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/00224871231180536
Schlagwörter	Preservice Teacher Education; Equal Education; Educational Practices; Communities of Practice; Special Education; Classroom Environment; Teacher Competencies; Student Attitudes; Program Effectiveness; Preservice Teachers; Elementary Secondary Education; California; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Bildungspraxis; Community; Special needs education; Sonderpädagogik; Sonderschulwesen; Klassenklima; Unterrichtsklima; Lehrkunst; Schülerverhalten; Kalifornien
Abstract	Equity-centered preparation builds novice teachers' capacity to make meaningful instruction accessible to all students, particularly those historically excluded from high-quality learning experiences. Drawing on social learning theory, we examined Teacher Study Groups as a model for supporting preservice special educators' development of equity-centered practices. We examined 60 preservice teachers' instruction prior to and following study group participation, embedded in a fieldwork support course, alongside related artifacts shared during weekly sessions. Using a convergent mixed-methods approach, we analyzed quantitative and qualitative data separately and then integrated findings using joint display analysis; in doing so, we generated meta-inferences regarding how teachers' attitudes mediated growth in practice. We uncovered salient participatory experiences that influenced--and hindered--professional growth. Our findings have implications for programs interested in structuring professional learning in a manner that builds foundations for an equity-centered practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01