Swedish and Dutch Pre-Service Teachers' Understandings of Equity and Preparedness to Promote Equity through Their Teaching

Autor/inn/en	Schreurs, Zoë; Chang Rundgren, Shu-Nu
Titel	Swedish and Dutch Pre-Service Teachers' Understandings of Equity and Preparedness to Promote Equity through Their Teaching
Quelle	In: Journal of Teacher Education and Educators, 12 (2023) 1, S.75-93 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Schreurs, Zoë) ORCID (Chang Rundgren, Shu-Nu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0456
Schlagwörter	Cross Cultural Studies; Preservice Teachers; Student Attitudes; Foreign Countries; Equal Education; Student Diversity; Immigration; Teacher Effectiveness; Teacher Education Programs; Knowledge Base for Teaching; Faculty Development; Educational Practices; Secondary School Teachers; Teaching Methods; Student Characteristics; Inclusion; Pedagogical Content Knowledge; Sweden; Netherlands + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Schülerverhalten; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching theory; Theory of teaching; Unterrichtstheorie; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Pädagogische Kompetenz; Schweden; Niederlande
Abstract	Equity is an important topic in school context globally because international migration is rapidly diversifying schools and classrooms across the world. Teacher quality is seen strongly related to student outcomes than demographic characteristics of students, and therefore important for achieving equity. This explorative study investigates the extent to which Swedish and Dutch pre-service teachers (PSTs) understand equity and are prepared to implement equity in their practice. Qualitative method was conducted in the study. Data from semi-structured interviews with 15 PSTs from Sweden and the Netherlands was thematically analysed to examine teacher knowledge about equity in education and related dispositions. The results showed that, while Swedish pre-service teachers had more theoretical knowledge in relation to teaching for equity, Dutch pre-service teachers had more practical knowledge and were therefore more prepared to implement equity in their lessons. The study recommends that teacher professional development for both in- and pre-service teachers needs to pay more attention to how equity is taught and how teachers embody equity principles in their practice. (As Provided).
Anmerkungen	Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01