Supporting Educator Preparation Faculty in Engaging in Equity

• In Event: Supporting Teacher Growth: Pedagogy Rooted in Culture

iPresentation URL: https://aera24-aera.ipostersessions.com/Default.aspx?s=49-40-39-3E-37-7E-13-71-2A-9A-6A-6E-08-5D-B2-C8

Abstract

This study examines the impact of an equity-focused curriculum on educator preparation program (EPP) faculty with the goal of enhancing their awareness and engagement in equity-related topics. The study employs a mixed methods design, combining quantitative data from outcomes-surveys and qualitative data from focus group interviews. Using critical pedagogy as the theoretical framework, the study finds that faculty developed a strong grasp of key equity concepts and gained awareness of the effects of racism. Additionally, they expressed a newfound sense of responsibility acknowledging their role in perpetuating or redressing oppression. The findings highlight the significance of intentional and well-structured equity curricula in supporting EPP faculty in preparing future educators to create equitable and culturally responsive learning environments for all students.

Authors

• Donna Wake, University of Central Arkansas

• Charlotte Rainey Parham, University of Central Arkansas