A Filtering Process: Exploring How Preservice Early Childhood Teachers Choose to Advance Equity With Children

• In Event: Inquiry in the Early Years: Examinings in Elementary and Early Childhood Teacher Education

Abstract

Early childhood educators (ECE) are often unprepared to engage with young children in productive ways around topics that have the potential to advance equity (Blanchard, King, Schagen, Scott, Crosby, & Beasley, 2018; Cooper, Tatum, 2002). The current study aimed to understand factors that influenced the choices ECE teacher preparation students made as they planned, reflected, and engaged children in equity conversations during a shared book reading. Analysis suggests equity content knowledge, self-efficacy, social justice orientation, personal identity and reflection, child observations and perceptions of family beliefs impact teacher choice in unique ways. Importantly, findings offer implications for teacher preparation programs to better prepare students to engage in these conversations effectively.

Authors

• Miriam Packard, University of Washington - Seattle

• Carolyn Brennan, Western Washington University

• Stacey Alfonso, University of Washington - Seattle