The Presence of Equity in Practitioner Inquiries Conducted Within an Equity-Centered Teacher Preparation Program

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Being Brave: Exploring Diversity, Equity, and Race in Teacher Education (Table 38)

Abstract

Practitioner inquiry is becoming a core component of teacher preparation programs based on broad evidence of its potential to empower teachers and students. In an effort to uphold practitioner inquiry’s tradition of interrogating the current culture of pedagogy, scholars have argued for a more equity-centered approach to its integration that inspires teacher candidates (TCs) to challenge traditional paradigms of schooling. We sought to explore the efficacy of this approach by investigating how equity was either present, or at risk, in TCs’ inquiries conducted at the culmination of an equity-centered teacher preparation program. Our findings suggest that while this approach shows substantial promise, additional work is needed to support TCs in developing an inquiry stance that disrupts the status quo.

Authors

• Lauren Weisberg, University of Texas - Arlington

• Blake Mickle Beckett, University of Florida

• Nancy Fichtman Dana, University of Florida

• Michelle Commeret, University of Florida

• Rachel Silva, University of Rhode Island