Cultivating Equity Consciousness: A Small-Scale Case Study Exploring Perceptions on Equitable Teaching Approaches among Recently Credentialed Teachers

Autor/in	Henriques Newman, Chalyn
Titel	Cultivating Equity Consciousness: A Small-Scale Case Study Exploring Perceptions on Equitable Teaching Approaches among Recently Credentialed Teachers
Quelle	(2023), (191 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, San Francisco State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-3426-4
Schlagwörter	Hochschulschrift; Dissertation; Equal Education; Teacher Attitudes; Educational Practices; Teaching Methods; Beginning Teachers; Teacher Certification; Culturally Relevant Education; Teacher Education Programs; Transformative Learning; Cooperating Teachers; Cultural Awareness; Best Practices; Inclusion + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Junior teacher; Junglehrer; Pädagogische Transformation; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Cultural identity; Kulturelle Identität; Inklusion
Abstract	This qualitative case study explored the development of equity consciousness in multiple subject preservice teachers following completion of a hybrid teacher preparation program at San Francisco State University. The study used a two-interview protocol to explore beliefs and attitudes pre- and post-teacher preparation. A conceptual framework exploring the relationship between transformative learning, culturally responsive teaching (CRT), and equity consciousness was used to analyze participant responses to interactive artifact discussions. Findings suggested participation in teacher preparation contributed to preservice teachers' familiarity with and interest in applying equitable approaches to teaching by engaging them in transformative learning experiences. Activities participants noted as particularly transformative included (a) content-based critical reflection; (b) introduction to unfamiliar teaching approaches; (c) interviews with racially, linguistically, and ethnically diverse students; (d) interviews with cooperating teachers about equitable approaches; and (e) collegial conversations with a diverse sociocultural cohort in an environment with established trust and collaboration norms. Findings also suggest the possibility that a predisposition of openness preceding the credential experience can contribute to teacher receptivity or uptake of equitable teaching approaches during teacher preparation. Research recommendations include further study of transformative learning opportunities and development of equity consciousness in teacher preparation using both qualitative and quantitative measures such as interviews, entrance and exit surveys, and the LTSJ-B Scale (Bell, 2022; Enterline et al., 2008). Recommendations for teacher preparation include use of transformative learning approaches with a focus on equity consciousness development in a coordinated approach. Recommendations include transformative and metacognitive activities such as (a) the Equity Consciousness Continuum, (b) multiple perspective activities, (c) assessment measures of equitable approaches in signature assignments, and (d) introduction of CRT approaches to teaching in all courses. Teacher preparation needs to continue to examine best practices to prepare teacher candidates with practicable approaches that foster inclusive, equitable classroom approaches that disrupt structural barriers to learning to ensure that all students have access to high quality education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01