Preservice Teachers' Equity Perceptions and Practices in Science Education

• In Event: Perceptions, Procedures, and Prospective Teachers: STEM Teacher Education

Abstract

The present study investigated how 380 early childhood and elementary preservice teachers perceived equity in science education and how they planned to incorporate equity in science education into their future science teaching practices. An inductive thematic analysis of the data collected indicated that the majority of preservice teachers harbored misconceptions about equity in science education. They also conceptualized equity in science education as involving students whose home language was not English, something unrelated to students’ racial/ethnic backgrounds. Colorblindness was pervasive among preservice teachers. The significant implication of this study was discussed.

Author

• Eun Young Lee, University of North Texas