34.058 - Seeing Patterns in the Kaleidoscope: Understanding Learning to Teach for Equity

Session Type: Symposium

Abstract

This proposed symposium takes up the challenge of understanding teachers’ learning to teach for equity during the critical initial teacher education period by presenting the research of a three-country (New Zealand, USA, Singapore), cross-disciplinary research team. Using frameworks from complexity theory and critical realism, educational measurement, and participatory inquiry, the papers in this session zero in on the social, intellectual, and organizational contexts that support learning to teach for equity. The session features four papers, each authored by one or two team members. The first introduces a complex explanatory analysis of teacher learning, which contextualizes the findings of three empirical papers. Each takes a different approach to understanding how candidates become competent and caring teachers of marginalized learners in low socio-economic schools.​

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 05: Preservice Teacher Education Coursework: Curriculum and Teaching to Improve Teacher Knowledge, Understanding, and Pedagogical Practices

Chair

• Thomas M. Philip, University of California - Berkeley

Papers

• Learning to Teach for Equity: Toward a Complex Explanatory Theory - Marilyn Cochran-Smith, Boston College; Mary F. Hill, University of Auckland

• Emerging Practice for Equity: Complex Journeys Through Initial Teacher Education - Fiona Ruth Ell, University of Auckland

• Building Practice-Based Knowledge for Equity-Centered Teacher Preparation - Lexie Barbara Grudnoff, The University of Auckland; Mavis Haigh, The University of Auckland

• Measuring the Complexity of Teaching Practice for Equity: Results and Utility of the Scenario-Format Scale - Wen-Chia Claire Chang, University of Nebraska - Lincoln; Larry H. Ludlow, Boston College