Developing an Equity Stance Toward Teaching and Learning in the Clinical Experience Through Equity-Based Feedback

• In Event: Toward Culturally Sustaining and Social Justice–Oriented Teaching and Learning

Abstract

Cochran Smith and her colleagues (2018) state, “ The goal of teacher education is to prepare teachers who understand that part of their job is recognizing inequities in schools and society and working with others to challenge the structures that reproduce inequities” (p.154). In this study four teacher educators and 16 teacher candidates placed in title one schools for their clinical placement engage in a bounded case study (Stake, 1995). Researchers collect surveys, observation forms, recorded feedback, and focus groups interviews in order to better understand how teacher educators conceptualize their work in terms of preparing teacher candidates to teach with an equity stance and how they use feedback to influence teacher candidate equity stance in clinical field experiences

Authors

• Sherry Dismuke, Boise State University

• Jennifer L. Snow, Boise State University