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Does Initial Teacher Education Affect Teacher Candidate Beliefs About Equity and Diversity?: Development and Use of the Teacher Candidate Beliefs About Equity and Diversity Measure

Year: 2017
Type: dissertation
Study design: Observational Study
Abstract: What teacher candidates believe â and whether those beliefs change during their initial teacher education â has important implications for their future students. In this three paper dissertation, the first two papers describe the development, refinement, and psychometric properties testing of the Teacher Candidate Beliefs about Equity and Diversity (TCBED) measure. The TCBED was designed to answer the main research question â does initial teacher education (ITE) affect teacher candidate beliefs about equity and diversity? The third paper presents the findings from administering the TCBED at the beginning and ending of an initial teacher education (ITE) program. More than 150 teacher candidates attending a large one-year consecutive ITE program in 2012-2013 answered the TCBED measure at both the beginning and end of the program. Most teacher candidates had moderately to very positive beliefs about teaching for social justice, their equity and diversity beliefs, and their sense of selfefficacy regarding teaching for social justice, and showed little change in their beliefs. To better understand the teacher candidates who did not fit this pattern, several who had consistently low scores across parts of the TCBED measure and across time or who varied in their scores were selected for closer analysis of their responses to open-ended items on the TCBED measure. In general, the ideas teacher candidates wrote about did not change over time except to show some development of already expressed beliefs. Implications of the findings and usefulness of the TCBED measure are discussed.
Language: English
Subfield: Education
Open Access status: green
OpenAlex ID: W2766095174
Cites: 30
Cited by:
Related to: 10