Developing Preservice Teachers’ Equity Consciousness and Equity Literacy

Teachers need the knowledge and dispositions to identify dismantle barriers contributing persistent educational inequity. This work begins by centering equity in teacher education with a focus on developing teachers’ critical consciousness of systems power privilege institutions. Utilizing equity-focused instruction coaching, this study explored development preservice Equity Consciousness Literacy during teaching-coaching-reflection transformative learning experience. Participants demonstrated increased Literacy, recognizing their assumptions about learners’ lived experiences funds students bring environment. Findings from empirical indicate approach contributes equity-based essential dismantling current replacing them inclusive empowering instructional practices.