Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Doctor of Philosophy

Program

Education

Supervisor

Taylor, Shelley K

Abstract

Drawing on critical race theory, culturally and linguistically sustaining pedagogy, and ecological systems theory, this mixed methods case study explored the integration of equity, diversity, and social justice across one initial teacher education program in Ontario, Canada. Survey data (n=272) provided insight into prospective teachers’ endorsement of social-justice-related beliefs at program entry and exit. Demographic data were collected to obtain a current snapshot of initial teacher education representation rates, addressing a dearth of such data in the Ontario context. Semi-structured interviews were conducted with teacher candidates (n=15) and key stakeholders (n=4) to gain an understanding of how equity was conceptualized and operationalized (or not) within the program and how structures, policies, and practices enabled or constrained teacher candidates’ opportunities to learn about teaching for transformation.

Findings revealed significant underrepresentation of Ontario’s broader racial, cultural, linguistic, and gender diversity, indicating a predominantly white, Canadian-born, cisgender, monolingual preservice cohort that stands in contrast to increasingly heterogeneous K-12 classrooms across the province. Results from the Learning to Teach for Social Justice-Beliefs scale (Ludlow et al., 2008) showed a stronger endorsement of social-justice-related beliefs by exiting teacher candidates than their entering counterparts, suggesting that impacting prospective teachers’ beliefs related to teaching for social justice can and should be a legitimate goal and targeted outcome of initial teacher education. Finally, participants reported varying experiences and levels of preparedness to orchestrate equity-centered practice. Program fragmentation, theory to practice gaps, a lack of purposeful practicum placement, and chronic underrepresentation emerged as significant constraints to the integration of a coherent and comprehensive vision for equity and diversity. Positive relationships, including those forged with peers and in-service teacher role models, emerged as enablers, as did prospective teachers’ individual agency and openness to new ways of thinking and doing.

Given the gaps in knowledge with regards to how emerging anti-racism and pro-diversity policy priorities are being implemented ‘on the ground’, teacher educators, administrators, and policymakers aiming to actualize their goals in concrete ways within initial teacher education programs can draw on this research for insight—to build on successes and find innovative and equity-focused ways to overcome persistent challenges.

Summary for Lay Audience

A research study examined issues of equity and diversity in one initial teacher education program in Ontario, Canada. A total of 272 teacher candidates were surveyed on their backgrounds to ascertain representation of various groups in the cohort (e.g., age, gender, racial/ethnic background, language, etc.) and on their social-justice-related beliefs using a quantitative scale called the Learning to Teach for Social Justice – Beliefs scale (Ludlow et al., 2008). Additionally, 15 teacher candidates and four key stakeholders (e.g., program administrators, coordinators) were interviewed.

Findings revealed significant underrepresentation of Ontario’s broader racial, cultural, linguistic, and gender diversity, indicating a predominantly white, Canadian-born, cisgender, monolingual preservice cohort that stands in contrast to increasingly heterogeneous K-12 classrooms across the province. Results from the Learning to Teach for Social Justice-Beliefs scale (Ludlow et al., 2008) showed a stronger endorsement of social-justice-related beliefs by exiting teacher candidates than their entering counterparts, suggesting that impacting prospective teachers’ beliefs related to teaching for social justice can and should be a legitimate goal and targeted outcome of initial teacher education. Finally, participants reported varying experiences and levels of preparedness to center equity in their teaching. This study highlights the need to establish a shared and cohesive vision for equity across teacher preparation, adopt innovative approaches to diversify cohorts, and work to close theory to practice gaps that arise from practicum and coursework disconnections.

Given the gaps in knowledge with regards to how emerging anti-racism and pro-diversity policy priorities are being implemented ‘on the ground’, teacher educators, administrators, and policymakers aiming to actualize their goals in concrete ways within initial teacher education programs can draw on this research for insight—to build on successes and find innovative and equity-focused ways to overcome persistent challenges.

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