Instantiating Social Justice, Inclusivity, Democracy, and Equity (InSIDE): A Self-Study of Teacher Education Practices

• In Event: Sheraton Roundtable Session Three
  In Roundtable Session: Self-Studies of Enacting Equity-Centered, Culturally Relevant Teacher Education (Table 13)

Abstract

While there has been growing attention to equity in U.S. teacher preparation, inequity continues to be a major issue in programs, schools, and the larger structures in which they are embedded. Scholars have called for rethinking teacher preparation’s goals and practices related to equity and justice. This self-study of teacher education practices examined the extent to which teacher educators’ commitments to program ideologies were reflected within the context of teacher education practice, and how this translated to candidates’ practice. Findings contribute to understanding how teacher candidates understand, apply, and enact justice, equity, democratic, and inclusive ideologies beyond the preparation phase, providing insight that is sometimes difficult to capture given the complexity and tensions of the ideals involved.

Authors

• Elizabeth Stringer Keefe, Stonehill College
  Presenting Author

• Rebekah Louis
  Presenting Author