Preparing Teacher Educators for Equity

Abstract

Purpose and Perspectives This paper has three purposes, to: 1) re-conceptualize prevailing definitions of teacher quality to include quality teacher educators; 2) report on a study of teacher educators, focusing on their preparedness to address issues of diversity; and 3) document the development of an innovative doctoral program dedicated to the preparation of teacher educators for equity.

Current discourses surrounding teacher preparation question the utility of university-based programs (Ballou & Podgursky, 2000; Goldhaber & Brewer, 2000; Hess, 2004; NCATE, 2010; Walsh, 2005). Former Secretary of Education Duncan was consistently vocal that “most, of the nation’s 1450 schools, colleges, and departments of education are doing a mediocre job of preparing teachers for the realities of the 21st century classroom” (Oct. 2009).

Regardless of whether teacher educators deserve these criticisms, teacher quality has clearly become a U.S.—and global—priority. Still, amidst the multitude of opinions about teacher quality, there is a noticeable silence about the preparation of teacher educators (Kosnik & Beck, 2008; Loughran & Berry, 2005; Margolin, 2011; Smith; 2005). It seems reasonable to assume that quality teacher preparation depends on quality teacher educators. Yet, almost nowhere is attention being paid to essential knowledge, skills and competencies for teacher educators. What should teacher educators know, and how should they be prepared to assume this critical role, especially in a world characterized by increasing diversity, economic disparity and inequities, and intolerance.

Methods and Data Sources Employing mixed methods, the research informing this paper involves three phases, two of which are completed. Phase One engaged the literature to theorize and re-conceptualize teacher quality when teacher educator quality is considered. Phase Two involved an on-line, 45-item survey of 293 practicing teacher educators who rated each item regarding importance to their work, and quality of doctoral preparation; follow-up interviews were conducted with 20 volunteers. In Phase Three, doctoral students enrolled in the pilot doctoral program will be interviewed.

Conclusions and Scholarly Significance One significant finding was that White respondents rated themselves less prepared to address diversity than respondents of color. This is particularly salient given our sample that is representative of the “overwhelming presence of Whiteness” (Sleeter, 2001) among teacher educators. This finding was substantiated by interview and open-ended survey item responses, where discussions of diversity were virtually absent, regardless of race. The lack of attention to/preparedness for diversity among these teacher educators is troubling given public schools where: children of color outnumber White students (Maxwell, 2014); increasing numbers of immigrant children embody a wide range of diversities; teachers who are over 80% White are teaching “other people’s children” (Delpit, 1995).

Given these imperatives, teacher educator preparation must be conceptualized, formalized, and focused on educating those who teach teachers to confront their own limited experience and knowledge of socio-political-cultural contexts (Obidah & Howard, 2005). Otherwise, they cannot capably guide preservice teachers in teaching for equity. The doctoral program being documented, albeit nascent, should provide insights for teacher educators invested in equity and expanding teacher quality conversations.