Developing the Korean Version of the Equity Scenario Response Survey: Pilot Study

• In Event: AERA Roundtable Session Sunday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Teacher Education and Professional Learning for Sustainable Change (Table 7)

Abstract

The ever-increasing diversity in South Korea's student population has led universities to change their teacher preparation programs focusing on equity and social justice (Cho, 2018). To what extent these improvements impact teacher candidates’ preparedness has been unclear. We employed Quantitative Critical Race Theory (QuantCrit) using a mixed-methods study. Our aims were to a) adapt and develop a mixed-methods survey measuring candidates' equity knowledge and skills; b) understand the preparedness of candidates to address racism and ableism; c) inform future changes in teacher preparation curricula. The findings highlight the urgent need for improved teacher preparation in rapidly diversifying societies. This study contributes to the global discourse on educational equity, demonstrating the universal relevance and urgency of addressing social justice in education.

Authors

• Sojung Park, University at Albany - SUNY

• Nicholas S. Bell, University of Connecticut

• Elizabeth Slusarz, University at Albany - SUNY