Work

Equity Orientations of Novice Teachers

Year: 2026

Type: article

Abstract: Operationalizing equity is vital for classrooms, but there is limited evidence about whether and how novice teachers enact it. This qualitative study unearths novice teachers’ beliefs about student diversity through an open-ended survey item administered to a large teacher induction program in California. These teachers operationalize equity through three levels of teacher resistance (inclusivity, exposure to social justice, and countering systemic inequalities) and three types of pedagogical activities (curricular adjustments, classroom discussions, and actively with shifts in pedagogy). This understanding of novice teacher beliefs informs preparation and induction programs about how beginners could conceive and enact equity throughout their classrooms.

Source: The Urban Review

DOI: 10.1007/s11256-026-00804-9

Authors: Andrew Kwok, Jenna Davis, Sara Halabi, Joseph Waddington, Debbee Huston, Rita Hemsley

Institutions: Texas A&M University, University of Notre Dame, University of California, Riverside

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

Estimated APC paid: $3,090