Preservice Teachers’ Equity-Oriented Teaching Beliefs in China: The Role of Coursework and Field Experiences

• In Event: AERA Roundtable Session Sunday 9:45 am - Gold 4
  In Roundtable Session: Confronting Oppressive Forces in Teacher Preparation

Abstract

Preservice teachers and initial teacher education are key drivers in promoting educational equity for economically disadvantaged students. Thus, this study investigated how learning opportunities—specifically coursework and field experiences—in teacher education are associated with preservice teachers’ equity-oriented teaching beliefs. We collected cross-sectional survey data from 1624 preservice teachers across Eastern, Central, and Western China. Descriptive findings revealed that preservice teachers held relatively strong equity-oriented teaching beliefs. Multilevel modeling analyses showed that poverty-related course content decreased preservice teachers’ equity-oriented teaching beliefs, whereas equity-relevant coursework increased their beliefs. Yet, field experiences in economically disadvantaged schools were not associated with preservice teachers’ beliefs. These findings highlight the need for reform in teacher training to promote a more equitable education system.

Authors

• Qin Mou, KU Leuven

• Orhan Agirdag, KU Leuven

• Machteld Vandecandelaere, University of Leuven