Who Benefits From an Alternative Teacher Preparation Program? A Mechanism of Perpetuating Racial Inequity

• In Event: The Influence and Construction of Teacher Preparation Policies

Abstract

In this case study we investigate the nature of experiences of people of color (POC) teacher candidates in the clinical component of an alternative teacher credentialing program (ATCPs) designed to quickly prepare teacher for underserved communities. We take a critical approach to determine who benefits from the program and what intended and unintended instructional consequences of the program are. Data included 18 days of observations, 22 interviews, and instructional artifacts. Our findings revealed a central focus on classroom management to meet local needs, with limited focus on student ideas or addressing structural racism or inequities though instruction. These findings suggest that despite good intentions the ATCP represented interest convergence in perpetuating racialized instructional inequity.

Authors

• Doron Zinger, University of California - Irvine

• Hosun Kang, Seoul National University