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Dissertation/Thesis Abstract

How Well Prepared Are They? Descriptions of How Teacher Education Programs in the State of Oregon Aim to Prepare Teacher Candidates for Equity, Diversity, and Inclusion
by Koenig, Madeline Justine, Ed.D., Lewis and Clark College, 2021, 164; 28319546
Abstract (Summary)

Despite legislation and teacher preparation standards directed at preparing teacher candidates for equitable teaching practices, Oregon public schools continue to not meet the needs of all students. The incongruity between teacher and student demographics combined with achievement disparities among student groups demands an increase in efforts to prepare teacher candidates, especially White teacher candidates, to work with all students and families. This study used qualitative research methods to collect and analyze descriptions for how teacher education program directors in the State of Oregon described how their program aims to prepare teacher candidates for equity, diversity, and inclusion. This study served to answer: (1) How, if at all, do Oregon education program directors describe their programs’ approaches for preparing teacher candidates? (2) What, if anything, guides program designs for preparing teacher candidates to teach all students? and (3) How, if at all, are education programs in Oregon alike and different given they are all aiming to meet the same state and national standards? Interviews of five program leaders were included in this study, accounting for 46% of Oregon teacher program completers at the time of the study. A research-based rubric focused on education designs for equity developed prior to the data collection process proved to be a beneficial tool in collecting a depth of information related to the research questions suggesting merit for future implications. Analysis suggests strong relations between state and national standards and what is taught in each preparation program, yet interpretation and emphasis on specific standards varied among programs. Participants discussed varying approaches towards who decides what is taught and espoused theories of action for preparing candidates for equity, diversity, and inclusion. Participants believed that instructor comfort and personal preference dictate content and depth of knowledge, and override programs’ emphasis on standards and program designs for equity.

Indexing (document details)
Advisor: Feldman, Sue
Commitee: Watson, Dyan, Montgomery, Dawn
School: Lewis and Clark College
Department: Education
School Location: United States -- Oregon
Source: DAI-A 82/9(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Education, Instructional Design
Keywords: Culturally relevant pedagogy, Education program design, Racial identity theory, Teacher candidates, Teacher preparation, Oregon
Publication Number: 28319546
ISBN: 9798582546924
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