Troubling teacher preparation: Intersections of identity, diversity, and inclusive practice

This study explores the role of identity in uncovering teacher candidate (TC) awareness and understanding in teaching students with dis/abilities in culturally sustaining ways. A combination of individual interviews and focus groups was conducted with 12 TCs between March and May 2020 at a large Midwestern university in the U. S. Anchored in video elicitation methods, a range of viewpoints and teaching practices was revealed. Data analysis suggested an emerging awareness of, and receptivity to, equity-based inclusive education. Discussion includes implications for teacher preparation research and practice that prioritize centering issues of culture, power, and dis/ability among students.

Automated summary

This study examines the impact of identity on uncovering teacher candidate awareness and understanding in teaching students with disabilities in culturally sustaining ways. Through individual interviews and focus groups, the study reveals an emerging awareness and receptivity to equity-based inclusive education among teacher candidates. The findings have implications for teacher preparation research and practice that prioritize issues of culture, power, and disabilities among students.