Anti-deficit framing and preservice teacher noticing for equity throughout a teacher education program

Abstract

This study explored how five preservice teachers (PSTs) across three semesters in a teacher education program learned to notice for equity in anti-deficit ways in regard to content, students, interactions, and participation in classrooms, and the factors that influenced their noticing. Over time, PSTs' views of content shifted from correcting misconceptions to leveraging students’ ideas for instruction, to seeing students as capable knowers, valuing student-student interactions in enhancing learning, and recognizing that intentional structures were necessary for equitable participation. They attributed their noticing shifts to being exposed to features of equitable instruction, and opportunities for iterative practice, observation, and reflection.