"I Don't Understand What Equitable Outcomes Means?" New Teachers Demonstrate Shortcomings in Their Understanding of Equity

• In Event: Dimensions of Newly Hired Teachers' Understanding and Praxis

Abstract

In the era of BLM and Asian hate, teachers must be equipped to address diversity and equity in the classroom (Putnam, 2020). Whereas Goodlad’s (1990) conceptualized reasonable expectations for teachers and teacher education to include “moral obligations of teachers to ensure equitable access to and engagement in the best possible K-12 education for all children and youths” (p. 60), teachers today need equity consciousness that transcend reasonableness (Bukko & Liu, 2021) and enter to realm of the urgent. Essential to this process was establishing what the teacher knew about equity upon entering the program. This research examined teachers’ understanding of equity upon entering the classroom, and start a dialogue that moves equity from the abstract to the practical.

Author

• Lynette Parker