Negotiating Tensions Toward More Equitable Large Teacher Education Programs Considering Candidate Needs and Institutional Contexts

• In Event: Recruitment for and From Diverse Communities and Contexts

Abstract

The necessary work to create more equitable 21st century teacher education (TE) programs too often fails to consider the voices of teacher candidates (TCs) and recent program alumna (RPAs). TCs and RPAs can be partners in helping to consider TE program areas that are effective and less effective in preparing all TCs, including TCs of Color (TCOCs) and other groups traditionally marginalized in TE programs, for student teaching and their early careers. In this paper, we explore TC and RPA open-response survey and interview data to consider their recommendations to help create more empowering, equitable and effective TE programs, and the feasibility of such recommendations given programmatic, institutional and state contexts which limit program flexibility.

Authors

• Betina Hsieh, California State University - Long Beach

• Alejandra Priede, California State University - Long Beach