Teacher candidates’ engagement in practitioner inquiry within an equity-centered initial teacher preparation program: Illuminating equity’s presence and pitfalls

Authors

Lauren Weisberg, University of FloridaFollow
Blake Beckett, University of FloridaFollow
Nancy Fichtman Dana, University of FloridaFollow
Michelle Commeret, University of FloridaFollow
Rachel Silva, University of FloridaFollow

Author Biography

Lauren Weisberg is a Ph.D. Candidate at the University of Florida specializing in Curriculum and Instruction. Her research focuses on equitable teaching and learning in K-12 and teacher education contexts.

Blake Beckett recently transitioned to teaching at the University of Florida. Her research interests connect to the intersection of Universal Design for Learning and culturally sustaining pedagogy.

Nancy Fichtman Dana is a Professor in the School of Teaching and Learning at the University of Florida. Her research focuses on practitioner inquiry as a professional development strategy.

Michelle Commeret is a doctoral candidate in Curriculum and Instruction at the University of Florida, specializing in Language and Literacy Education.

Rachel Silva is a Doctoral Candidate at the University of Florida specializing in Teachers, Schools, and Society.

Abstract

Growing numbers of initial teacher preparation programs are incorporating practitioner inquiry into clinical field experiences due to its proven capacity to empower educators and learners. To uphold practitioner inquiry’s tradition of interrogating the current culture of pedagogy, scholars advocate for an equity-centered approach to inquiry in these programs. We investigated the efficacy of such an approach by exploring how equity manifested, and was threatened, in teacher candidates' inquiries in an equity-centered program rooted in the cross-pollination of Universal Design for Learning and culturally sustaining pedagogy. Our findings indicate that while equity-centered teacher preparation programs have potential in nurturing teacher candidates’ critical inquiry stances, further efforts are required to support teacher candidates in meaningfully challenging neoliberal education paradigms through inquiry.

Recommended Citation

Weisberg, Lauren; Beckett, Blake; Dana, Nancy Fichtman; Commeret, Michelle; and Silva, Rachel (2024) "Teacher candidates’ engagement in practitioner inquiry within an equity-centered initial teacher preparation program: Illuminating equity’s presence and pitfalls," Journal of Practitioner Research: Vol. 9 : Iss. 1 , Article 3.
Available at: https://digitalcommons.usf.edu/jpr/vol9/iss1/3