Equity-Centered Teacher Induction: Cultivating an Equity Stance Toward Teaching and Systems

• In Event: Antiracist, Equity-Based, and Social Justice Teacher Development

Abstract

The complexities in developing equity centered teacher practice cannot be fully accomplished in preservice teacher preparation, but must be modeled and supported over time. This study examines in what ways equity centered induction might cultivate a new teacher’s equity stance toward their own practice and the systems in which they work. Data Sources included: pre/post surveys, focus group interviews, unit study artifacts and student learning outcomes. Findings indicate that the induction program appears to have influenced teachers' dispositions towards diverse students and their families and to conceptualize broader inequities; uncover and make plans to challenge inequities in systems in which they worked and to demonstrate the ability to design, enact, and reflect upon equity-centered curriculum.

Authors

• Sherry Dismuke, Boise State University

• Jennifer L. Snow, Boise State University