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Swedish and Dutch Pre-service Teachers’ Understandings of Equity and Preparedness to Promote Equity Through Their Teaching

Yıl 2023, Cilt: 12 Sayı: 1, 75 - 93, 30.04.2023

Öz

Equity is an important topic in school context globally because international migration is rapidly diversifying schools and classrooms across the world. Teacher quality is seen strongly related to student outcomes than demographic characteristics of students, and therefore important for achieving equity. This explorative study investigates the extent to which Swedish and Dutch pre-service teachers (PSTs) understand equity and are prepared to implement equity in their practice. Qualitative method was conducted in the study. Data from semi-structured interviews with 15 PSTs from Sweden and the Netherlands was thematically analysed to examine teacher knowledge about equity in education and related dispositions. The results showed that, while Swedish pre-service teachers had more theoretical knowledge in relation to teaching for equity, Dutch pre-service teachers had more practical knowledge and were therefore more prepared to implement equity in their lessons. The study recommends that teacher professional development for both in- and pre-service teachers needs to pay more attention to how equity is taught and how teachers embody equity principles in their practice.

Teşekkür

Thanks for the participating teachers' sharing to make this study completed.

Kaynakça

  • Archambault, I., Janosz, M., & Chouinard, R. (2012). Teacher Beliefs as Predictors of Adolescents’ Cognitive Engagement and Achievement in Mathematics. The Journal of Educational Research, 105(5), 319–328. https://doi.org/10.1080/00220671.2011.629694
  • Barker, D. (2019). In defence of white privilege: Physical education teachers’ understandings of their work in culturally diverse schools. Sport, Education and Society, 24(2), 134–146. https://doi.org/10.1080/13573322.2017.1344123
  • Battey, D., & Franke, M. (2015). Integrating Professional Development on Mathematics and Equity: Countering Deficit Views of Students of Color. Education and Urban Society, 47(4), 433–462. https://doi.org/10.1177/0013124513497788
  • Boaler, J. (2002). Learning from Teaching: Exploring the Relationship between Reform Curriculum and Equity. Journal for Research in Mathematics Education, 33(4), 239. https://doi.org/10.2307/749740
  • Boaler, J., & Staples, M. (2008). Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School. Teachers College Record, 110(3), 608–645.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Campbell, P. B., & Sanders, J. (1997). Campbell sanders gender equity in preservice teacher education.pdf. 48(1), 69–75.
  • Carey, R. L., Yee, L. S., & DeMatthews, D. (2018). Power, Penalty, and Critical Praxis: Employing Intersectionality in Educator Practices to Achieve School Equity. The Educational Forum, 82(1), 111–130. https://doi.org/10.1080/00131725.2018.1381793
  • Clycq, N., Ward Nouwen, M. A., & Vandenbroucke, A. (2014). Meritocracy, deficit thinking and the invisibility of the system: Discourses on educational success and failure. British Educational Research Journal, 40(5), 796–819. https://doi.org/10.1002/berj.3109
  • Cochran-Smith, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M., & Ludlow, L. (2016). Initial teacher education: What does it take to put equity at the center? Teaching and Teacher Education, 57, 67–78. https://doi.org/10.1016/j.tate.2016.03.006
  • Darling-Hammond, L. (2000). Teacher Quality and Student Achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44.
  • DeCastro-Ambrosetti, D., & Cho, G. (2011). A Critical Analysis of Teachers’ Expectations Based on Students Appearance. Multicultural Education, 18(2), 51–54.
  • Dyches, J., & Boyd, A. (2017). Foregrounding Equity in Teacher Education: Toward a Model of Social Justice Pedagogical and Content Knowledge. Journal of Teacher Education, 68(5), 476–490. https://doi.org/10.1177/0022487117705097
  • Eurydice. (2018). Nederland: Opleidingen voor leerkrachten in de voor- en vroegschoolse educatie en het primair, voortgezet en (voortgezet) speciaal onderwijs. https://eacea.ec.europa.eu/national-policies/eurydice/content/initial-education-teachers-working-early-childhood-and-school-education-52_nl
  • Fergus, E. (2017). The Integration Project Among White Teachers and Racial/Ethnic Minority Youth: Understanding Bias in School Practice. Theory Into Practice, 56(3), 169–177. https://doi.org/10.1080/00405841.2017.1336036
  • Fine-Davis, M., & Faas, D. (2014). Equality and Diversity in the Classroom: A Comparison of Students’ and Teachers’ Attitudes in Six European Countries. Social Indicators Research, 119(3), 1319–1334. https://doi.org/10.1007/s11205-013-0547-9
  • Gay, G. (2002). Preparing for Culturally Responsive Teaching. Journal of Teacher Education, 53(2), 106-116. https://doi.org/10.1177/0022487102053002003
  • Grant, C. A. (2014). Multiculturalism in Education and Teaching: The selected works of Carl A. Grant (1st ed.). Routledge. https://doi.org/10.4324/9781315857145
  • Grudnoff, L., Haigh, M., Hill, M., Cochran-Smith, M., Ell, F., & Ludlow, L. (2017). Teaching for equity: Insights from international evidence with implications for a teacher education curriculum. The Curriculum Journal, 28(3), 305–326. https://doi.org/10.1080/09585176.2017.1292934
  • Gutierrez, R. (2002). Enabling the Practice of Mathematics Teachers in Context: Toward a New Equity Research Agenda. Mathematical Thinking and Learning, 4(2–3), 145–187. https://doi.org/10.1207/S15327833MTL04023_4
  • Gutierrez, R. (2007). Context matters: Equity, success, and the future of mathematics education. In T. de S. Lamberg & L. R. Wiest (Eds.), Proceedings of the 29th annual meeting of the North Amer- ican Chapter of the International Group for the Psychology of Mathematics Education (pp. 1–18). NV: University of Nevada. Heath, A. F., Rothon, C., & Kilpi, E. (2008). The Second Generation in Western Europe: Education, Unemployment, and Occupational Attainment. Annual Review of Sociology, 34(1), 211–235. https://doi.org/10.1146/annurev.soc.34.040507.134728
  • Jensen, E. (2013). How Poverty Affects Classroom Engagement. Educational Leadership, 70(8), 24–30.
  • Jussim, L., & Eccles, J. S. (1992). Teacher Expectations II: Construction and Reflection of Student Achievement. Journal of Personality and Social Psychology, 63(6), 947–961. https://doi.org/10.1037/0022-3514.63.6.947
  • Kreamelmeyer, K., Kline, A., Zygmunt, E., & Clark, P. (2016). To See or Not To See: Preservice Teacher Attitudes Toward Color Blindness. The Teacher Educator, 51(2), 136–152. https://doi.org/10.1080/08878730.2016.1152841
  • Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465–491.
  • Lärarförbundet. (2020). Så blir du lärare. https://www.lararforbundet.se/artiklar/sa-blir-du-larare
  • LaRocque, M., Kleiman, I., & Darling, S. M. (2011). Parental Involvement: The Missing Link in School Achievement. Preventing School Failure: Alternative Education for Children and Youth, 55(3), 115–122. https://doi.org/10.1080/10459880903472876
  • McGregor, G., & Mills, M. (2012). Alternative education sites and marginalised young people: ‘I wish there were more schools like this one’. International Journal of Inclusive Education, 16(8), 843–862. https://doi.org/10.1080/13603116.2010.529467
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook, 2nd ed. (pp. xiv, 338). Sage Publications, Inc.
  • Ministry of Education, Culture and Science. (2017). Besluit van 16 maart 2017 tot wijziging van het Besluit bekwaamheidseisen onderwijspersoneel en het Besluit bekwaamheidseisen onderwijspersoneel BES in verband met de herijking van de bekwaamheidseisen voor leraren en docenten (Staatsblad 2017 No. 148). Ministry of Education, Culture and Science.
  • Morrissette, V., Jesme, S., & Hunter, C. (2018). Teacher and administrator perceptions of gender in the classroom. Educational Studies, 44(3), 295–312. https://doi.org/10.1080/03055698.2017.1373631
  • OECD. (2011). Education at a Glance 2011. OECD. https://doi.org/10.1787/eag-2011-en
  • OECD. (2012). Equity and Quality in Education: Supporting Disadvantaged Students and Schools. OECD Publishing. https://doi.org/10.1787/9789264130852-en
  • Pareliussen, J., André, C., & Hwang, H. (2019). Improving school results and equity in compulsory education in Sweden (OECD Economics Department Working Papers No. 1587; OECD Economics Department Working Papers, Vol. 1587). https://doi.org/10.1787/99a20fbe-en
  • Paris, D. (2012). Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244
  • Ross, J. A., & Gray, P. (2006). School Leadership and Student Achievement: The Mediating Effects of Teacher Beliefs. Canadian Journal of Education / Revue Canadienne de l’éducation, 29(3), 798. https://doi.org/10.2307/20054196
  • Schleicher, A. (2014). Equity, Excellence and Inclusiveness in Education: Policy Lessons from Around the World. OECD. https://doi.org/10.1787/9789264214033-en
  • Förordning om ändring i högskoleförordningen (2010:541), Pub. L. No. 960, Svensk Författningssamling 16 (2014). https://www.lagboken.se/views/pages/getfile.ashx?portalId=56&docId=2084537&propId=5
  • Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
  • Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
  • Toms, O. M., Reddig, K., & Jones-Fosu, S. (2019). Assessing the diversity-related professional development needs of pre-service teachers. Journal for Multicultural Education, 13(3), 236–248. https://doi.org/10.1108/JME-03-2019-0029
  • van den Bergh, L., Denessen, E., Hornstra, L., Voeten, M., & Holland, R. W. (2010). The Implicit Prejudiced Attitudes of Teachers: Relations to Teacher Expectations and the Ethnic Achievement Gap. American Educational Research Journal, 47(2), 497–527. https://doi.org/10.3102/0002831209353594
  • Vavrus, M. (2008). Culturally Responsive Teaching (T. L. Good, Ed.; Vol. 2, pp. 49–57). Sage.
Yıl 2023, Cilt: 12 Sayı: 1, 75 - 93, 30.04.2023

Öz

Kaynakça

  • Archambault, I., Janosz, M., & Chouinard, R. (2012). Teacher Beliefs as Predictors of Adolescents’ Cognitive Engagement and Achievement in Mathematics. The Journal of Educational Research, 105(5), 319–328. https://doi.org/10.1080/00220671.2011.629694
  • Barker, D. (2019). In defence of white privilege: Physical education teachers’ understandings of their work in culturally diverse schools. Sport, Education and Society, 24(2), 134–146. https://doi.org/10.1080/13573322.2017.1344123
  • Battey, D., & Franke, M. (2015). Integrating Professional Development on Mathematics and Equity: Countering Deficit Views of Students of Color. Education and Urban Society, 47(4), 433–462. https://doi.org/10.1177/0013124513497788
  • Boaler, J. (2002). Learning from Teaching: Exploring the Relationship between Reform Curriculum and Equity. Journal for Research in Mathematics Education, 33(4), 239. https://doi.org/10.2307/749740
  • Boaler, J., & Staples, M. (2008). Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School. Teachers College Record, 110(3), 608–645.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Campbell, P. B., & Sanders, J. (1997). Campbell sanders gender equity in preservice teacher education.pdf. 48(1), 69–75.
  • Carey, R. L., Yee, L. S., & DeMatthews, D. (2018). Power, Penalty, and Critical Praxis: Employing Intersectionality in Educator Practices to Achieve School Equity. The Educational Forum, 82(1), 111–130. https://doi.org/10.1080/00131725.2018.1381793
  • Clycq, N., Ward Nouwen, M. A., & Vandenbroucke, A. (2014). Meritocracy, deficit thinking and the invisibility of the system: Discourses on educational success and failure. British Educational Research Journal, 40(5), 796–819. https://doi.org/10.1002/berj.3109
  • Cochran-Smith, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M., & Ludlow, L. (2016). Initial teacher education: What does it take to put equity at the center? Teaching and Teacher Education, 57, 67–78. https://doi.org/10.1016/j.tate.2016.03.006
  • Darling-Hammond, L. (2000). Teacher Quality and Student Achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44.
  • DeCastro-Ambrosetti, D., & Cho, G. (2011). A Critical Analysis of Teachers’ Expectations Based on Students Appearance. Multicultural Education, 18(2), 51–54.
  • Dyches, J., & Boyd, A. (2017). Foregrounding Equity in Teacher Education: Toward a Model of Social Justice Pedagogical and Content Knowledge. Journal of Teacher Education, 68(5), 476–490. https://doi.org/10.1177/0022487117705097
  • Eurydice. (2018). Nederland: Opleidingen voor leerkrachten in de voor- en vroegschoolse educatie en het primair, voortgezet en (voortgezet) speciaal onderwijs. https://eacea.ec.europa.eu/national-policies/eurydice/content/initial-education-teachers-working-early-childhood-and-school-education-52_nl
  • Fergus, E. (2017). The Integration Project Among White Teachers and Racial/Ethnic Minority Youth: Understanding Bias in School Practice. Theory Into Practice, 56(3), 169–177. https://doi.org/10.1080/00405841.2017.1336036
  • Fine-Davis, M., & Faas, D. (2014). Equality and Diversity in the Classroom: A Comparison of Students’ and Teachers’ Attitudes in Six European Countries. Social Indicators Research, 119(3), 1319–1334. https://doi.org/10.1007/s11205-013-0547-9
  • Gay, G. (2002). Preparing for Culturally Responsive Teaching. Journal of Teacher Education, 53(2), 106-116. https://doi.org/10.1177/0022487102053002003
  • Grant, C. A. (2014). Multiculturalism in Education and Teaching: The selected works of Carl A. Grant (1st ed.). Routledge. https://doi.org/10.4324/9781315857145
  • Grudnoff, L., Haigh, M., Hill, M., Cochran-Smith, M., Ell, F., & Ludlow, L. (2017). Teaching for equity: Insights from international evidence with implications for a teacher education curriculum. The Curriculum Journal, 28(3), 305–326. https://doi.org/10.1080/09585176.2017.1292934
  • Gutierrez, R. (2002). Enabling the Practice of Mathematics Teachers in Context: Toward a New Equity Research Agenda. Mathematical Thinking and Learning, 4(2–3), 145–187. https://doi.org/10.1207/S15327833MTL04023_4
  • Gutierrez, R. (2007). Context matters: Equity, success, and the future of mathematics education. In T. de S. Lamberg & L. R. Wiest (Eds.), Proceedings of the 29th annual meeting of the North Amer- ican Chapter of the International Group for the Psychology of Mathematics Education (pp. 1–18). NV: University of Nevada. Heath, A. F., Rothon, C., & Kilpi, E. (2008). The Second Generation in Western Europe: Education, Unemployment, and Occupational Attainment. Annual Review of Sociology, 34(1), 211–235. https://doi.org/10.1146/annurev.soc.34.040507.134728
  • Jensen, E. (2013). How Poverty Affects Classroom Engagement. Educational Leadership, 70(8), 24–30.
  • Jussim, L., & Eccles, J. S. (1992). Teacher Expectations II: Construction and Reflection of Student Achievement. Journal of Personality and Social Psychology, 63(6), 947–961. https://doi.org/10.1037/0022-3514.63.6.947
  • Kreamelmeyer, K., Kline, A., Zygmunt, E., & Clark, P. (2016). To See or Not To See: Preservice Teacher Attitudes Toward Color Blindness. The Teacher Educator, 51(2), 136–152. https://doi.org/10.1080/08878730.2016.1152841
  • Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465–491.
  • Lärarförbundet. (2020). Så blir du lärare. https://www.lararforbundet.se/artiklar/sa-blir-du-larare
  • LaRocque, M., Kleiman, I., & Darling, S. M. (2011). Parental Involvement: The Missing Link in School Achievement. Preventing School Failure: Alternative Education for Children and Youth, 55(3), 115–122. https://doi.org/10.1080/10459880903472876
  • McGregor, G., & Mills, M. (2012). Alternative education sites and marginalised young people: ‘I wish there were more schools like this one’. International Journal of Inclusive Education, 16(8), 843–862. https://doi.org/10.1080/13603116.2010.529467
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook, 2nd ed. (pp. xiv, 338). Sage Publications, Inc.
  • Ministry of Education, Culture and Science. (2017). Besluit van 16 maart 2017 tot wijziging van het Besluit bekwaamheidseisen onderwijspersoneel en het Besluit bekwaamheidseisen onderwijspersoneel BES in verband met de herijking van de bekwaamheidseisen voor leraren en docenten (Staatsblad 2017 No. 148). Ministry of Education, Culture and Science.
  • Morrissette, V., Jesme, S., & Hunter, C. (2018). Teacher and administrator perceptions of gender in the classroom. Educational Studies, 44(3), 295–312. https://doi.org/10.1080/03055698.2017.1373631
  • OECD. (2011). Education at a Glance 2011. OECD. https://doi.org/10.1787/eag-2011-en
  • OECD. (2012). Equity and Quality in Education: Supporting Disadvantaged Students and Schools. OECD Publishing. https://doi.org/10.1787/9789264130852-en
  • Pareliussen, J., André, C., & Hwang, H. (2019). Improving school results and equity in compulsory education in Sweden (OECD Economics Department Working Papers No. 1587; OECD Economics Department Working Papers, Vol. 1587). https://doi.org/10.1787/99a20fbe-en
  • Paris, D. (2012). Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244
  • Ross, J. A., & Gray, P. (2006). School Leadership and Student Achievement: The Mediating Effects of Teacher Beliefs. Canadian Journal of Education / Revue Canadienne de l’éducation, 29(3), 798. https://doi.org/10.2307/20054196
  • Schleicher, A. (2014). Equity, Excellence and Inclusiveness in Education: Policy Lessons from Around the World. OECD. https://doi.org/10.1787/9789264214033-en
  • Förordning om ändring i högskoleförordningen (2010:541), Pub. L. No. 960, Svensk Författningssamling 16 (2014). https://www.lagboken.se/views/pages/getfile.ashx?portalId=56&docId=2084537&propId=5
  • Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
  • Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
  • Toms, O. M., Reddig, K., & Jones-Fosu, S. (2019). Assessing the diversity-related professional development needs of pre-service teachers. Journal for Multicultural Education, 13(3), 236–248. https://doi.org/10.1108/JME-03-2019-0029
  • van den Bergh, L., Denessen, E., Hornstra, L., Voeten, M., & Holland, R. W. (2010). The Implicit Prejudiced Attitudes of Teachers: Relations to Teacher Expectations and the Ethnic Achievement Gap. American Educational Research Journal, 47(2), 497–527. https://doi.org/10.3102/0002831209353594
  • Vavrus, M. (2008). Culturally Responsive Teaching (T. L. Good, Ed.; Vol. 2, pp. 49–57). Sage.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Zoë Schreurs 0000-0003-4494-8461

Shu-nu Chang Rundgren 0000-0002-9521-1737

Yayımlanma Tarihi 30 Nisan 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 12 Sayı: 1

Kaynak Göster

APA Schreurs, Z., & Chang Rundgren, S.-n. (2023). Swedish and Dutch Pre-service Teachers’ Understandings of Equity and Preparedness to Promote Equity Through Their Teaching. Journal of Teacher Education and Educators, 12(1), 75-93.