Developing Visions of Equitable Education: Differentiation as a Cornerstone for Teacher Candidates Learning Teaching

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 4
  In Roundtable Session: Teacher Collaboration for Equity and Community (Table 5)

Abstract

This study examined undergraduate elementary education teacher candidates’ critical interrogation of differentiation as a strategy for addressing educational inequality through the structure of PLC seminars, designed as a community of practice. Data were examined utilizing the process of reflexive thematic analysis (Braun & Clarke, 2019). Results indicate that TCs developed a unifying perspective of differentiation that empowers all learners. Key indicators include: 1) Learning Teaching: TCs changing conceptions of differentiation; 2) Identity: TCs conception of self as someone who can differentiate; and 3) Learning for All: TCs conception of differentiation as a remedy addressing educational inequity. These indicators show that TCs are integrating theory, cultivating practice, and envisioning themselves as teachers who teach toward a more equitable society.

Authors

• Amy B. Palmeri, Vanderbilt University

• Jeanne A. Peter, Vanderbilt University