Dissertation

In search of equity and excellence for Central Valley education: teacher educator perceptions of preparing multiple subject preservice teachers

There is growing concern that the California school system is failing to ensure equity and excellence for all students. This research sought to understand the perceptions of teacher educators at a California public university in the Central Valley with regards to what they believe multiple-subject preservice teachers need to know, be able to do, and have a disposition towards to ensure equity and excellence in today’s diverse classrooms. The design of the study used a qualitative interpretivist approach via semi-structured interviews, observation, and document analysis. Teacher educators perceived that multiple-subject preservice teachers need to know Teacher Performance Expectations, need to reflect on their practices, assess students, provide collaborative and hands-on activities for learning, and have a disposition that fosters personal relationships with students including having high expectations, advocating and empathizing with students, and establishing a sense of community both in and out of the classroom. Interpretive analysis of participant responses resulted in the following themes: compliance mentality, dysconscious perceptions of deficit, racial erasure, and hidden curriculum.

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