School Turnaround Centered on Teacher Perceptions of Equity in a Teacher Preparation Program

Abstract

For years Whitewashed teacher preparation curricula have been used to coach a majority White female teacher workforce. This same workforce has had inadequate exposure to diversity and is deficient in its cultural competence and critical consciousness yet is likely to teach diverse students. To get to the core of school turnaround and prevent the lack of critical consciousness, cultural competence, and ineffective teaching, teacher education programs apply equity and social justice ideas in the curriculum. However, what teacher candidates are provided and what they perceive are not always aligned. This book chapter explores a study about teacher candidates’ perceptions of a curriculum that addresses equity and social justice. Findings suggest when addressing teacher candidates’ perceptions, they need multiple exposures to equity, and social justice over time, beyond their program, and coupled with identity development. This is critical information for stakeholders who develop teachers toward school turnaround and culturally sustainable pedagogy.