Linking Student Teaching and Equitable Practices: A Descriptive Study in Los Angeles

• In Event: AERA Poster Session Sunday 9:45 am
  In Poster Session: From Policy to Practice: Equity, Mentorship, and Transformative Learning in Preservice Teacher Education

Abstract

Equitable teaching remains a critical yet underexamined outcome of student teaching, especially in large urban districts. This descriptive study investigates the relationship between student teaching experiences and equitable teaching practices among preservice teachers in Los Angeles. Drawing on survey data from 95 preservice teachers during the 2024–2025 school year, we examine how preservice teacher characteristics, school environment, mentor support, and preparedness are related to self-reported equitable teaching practices. Findings suggest that mentor support and preparedness are positively correlated with equitable teaching practices, while school environment shows no significant relationship. This study contributes to research on equity in urban teacher education offers implications for improving student teaching experiences to foster equity-oriented teaching practices in large urban districts.

Authors

• Emilie Mitescu Reagan, Claremont Graduate University

• Laura Vernikoff, Touro University