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dc.contributor.authorThomas, Stephanie
dc.contributor.authorHart, Jaalil
dc.date.accessioned2022-09-26T19:07:11Z
dc.date.available2022-09-26T19:07:11Z
dc.date.issued2022
dc.identifier.urihttps://lair.lr.edu/handle/20.500.12862/105
dc.description.abstractThere is a huge shift in teacher education to make it more practice-focused while also incorporating equity which has been elevated as a result of the pandemic. As teacher preparation programs evolve to prepare teachers for diverse classroom settings, the need for teacher preparation training that focuses on equity is becoming more apparent. This study seeks to expand the literature by exploring how teacher educators infuse equity in a practice-based teacher preparation program. Using a case study approach, two teacher educators from various backgrounds shared their experiences incorporating equity and social justice in their teacher preparation curriculum. Results indicate that the driving force behind their efforts is rooted in their upbringing and early and frequent exposure to equity and social justice before becoming teacher educators. Implications of these findings contribute to the ongoing professional development of teacher educators as well as suggestions on hiring practices to attract teacher educators from diverse backgrounds.en_US
dc.language.isoen_USen_US
dc.rightsAttribution-NonCommercial 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/3.0/us/*
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.subjectTeacher Preparationen_US
dc.subjectTeacher Educatorsen_US
dc.subjectEquityen_US
dc.subjectSocial Justiceen_US
dc.subjectStudent Teachersen_US
dc.titleA Qualitative Case Study Exploring How Faculty Incorporate Equity in a Practice-Based Teacher Preparation Programen_US
dc.typeArticle, Preprinten_US


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Attribution-NonCommercial 3.0 United States
Except where otherwise noted, this item's license is described as Attribution-NonCommercial 3.0 United States