The Whole is Greater than the Sum of the Parts: A Self-Study of Equity and Inclusion in Online Teacher Education

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

Studying Teacher Education Pub Date : 2021-01-02 DOI:10.1080/17425964.2021.1897975

L. Donovan, Tim D. Green, Erin D. Besser, Edward L. F. González

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引用次数: 7

Abstract

ABSTRACT This self-study examines the intersectionality of online teaching, inclusive teaching practices, and culturally responsive teaching in an online graduate teacher education program. Inspired by student perceptions of the promotion of equity and inclusion in the online program, our critical friends group engaged in ongoing reflection and discourse about our current practice as teacher educators and as a program. At the onset of the self-study, we believed that our practices were promoting inclusivity and equity for our students. We discovered, however, that despite our intentional efforts to model and promote these, we each had room to improve our practice. As a result, we engaged in professional development to better equip ourselves to model and promote equity and inclusion in our online teacher education program. We found that there is considerable overlap in research-based effective practices for online teaching, culturally responsive teaching, and inclusive teaching. We have provided recommendations for teacher educators to consider as they design for and model the intersectionality of equity and inclusion in their practice.

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整体大于部分之和:网络教师教育公平与包容的反思

本自我研究考察了在线研究生教师教育项目中在线教学、包容性教学实践和文化响应教学的交叉性。受到学生对在线课程中促进公平和包容的看法的启发，我们的批评朋友小组对我们作为教师教育者和课程的当前实践进行了持续的反思和讨论。在自学开始的时候，我们相信我们的实践正在促进学生的包容性和公平性。然而，我们发现，尽管我们有意地努力建模和促进这些，我们每个人都有改进我们的实践的空间。因此，我们致力于专业发展，以更好地装备自己，在我们的在线教师教育项目中树立榜样，促进公平和包容。我们发现，基于研究的在线教学、文化响应式教学和包容性教学的有效实践有相当大的重叠。我们为教师教育工作者提供了建议，供他们在实践中为公平和包容的交叉性设计和建模时考虑。

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来源期刊

Studying Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

43.80%

发文量

期刊介绍： Studying Teacher Education invites submissions from authors who have a strong interest in improving the quality of teaching generally and of teacher education in particular. The central purpose of the journal is to disseminate high-quality research and dialogue in self-study of teacher education practices. Thus the journal is primarily a forum for teacher educators who work in contexts and programs of teacher education.