Teaching for Equity: Insights From International Evidence

• In Event: 60.049 - Global Voices in Teacher Education: Visions of Equity and Justice

Abstract

This study sits within a programme of research that aims to develop an explanatory theory of teacher learning during initial teacher education that helps us understand the complex factors that influence whether, how, and to what extent teacher candidates learn to teach for equity. The paper reports the results of a conceptual study undertaken to identify teaching practices that promote equity drawing on empirical research that cuts across contexts and cultures. By critically analysing five international syntheses that identified teaching practices that lead to improved outcomes for all students’ learning, we defined and elaborated six “patterns of practice for equity” (POPE).

Authors

• Lexie Barbara Grudnoff, The University of Auckland

• Mary F. Hill, University of Auckland

• Mavis Haigh, The University of Auckland

• Marilyn Cochran-Smith, Boston College

• Fiona Ruth Ell, University of Auckland

• Larry H. Ludlow, Boston College