From Abstract Notions to Concrete Examples: Preservice Teachers’ Definitions of Equity and Equality

• In Event: Reflecting on Preservice Teachers' Journey for Justice

Abstract

Inherent in social justice teaching is the tenet of equitable instruction. Yet, scholars have provided multiple and sometimes competing definitions of what equity means in education, and more so what it looks like in teaching practice. In this complex terrain, we aim to understand: how do PSTs define the abstract notions of equity and equality? Through iterative, inductive analyses, we present patterns in the ways PSTs attempted to concretize notions of equality and equity in their future classrooms, namely as equal or equitable materials, instruction, accommodations, treatment, and opportunities. Our findings underscore the importance of teacher education programs to develop PSTs’ critical consciousness to understand the possibilities and challenges of enacting equitable instruction.

Authors

• Michelle Nguyen Kwok, Texas A&M University

• Ambyr R. Rios, Kansas State University