Teaching for Equity and Deeper Learning: How Does Professional Learning Transfer to Teachers’ Practice and Influence Students’ Experiences?

Meg Riordan, Emily J. Klein, Catherine Gaynor

Research output: Contribution to journalArticle

Abstract

This article explores how two urban schools help teachers create equitable spaces for students. We describe the structures and experiences supporting teacher learning and transfer of learning to practice as well as what happens when what is designed for and what is enacted do not align. Findings include that teacher professional learning for equity must (1) include centering it on content related to equity and critical pedagogy; (2) model instructional practices that promote equity; (3) create a culture of inquiry and ownership to promote a school ecosystem where equity and deeper learning thrive; and (4) invite students’ voices into the conversation to understand the impact of teachers’ professional learning.

Original languageEnglish
Pages (from-to)327-345
Number of pages19
JournalEquity and Excellence in Education
Volume52
Issue number2-3
DOIs
StatePublished - 3 Jul 2019

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Teaching for Equity and Deeper Learning : How Does Professional Learning Transfer to Teachers’ Practice and Influence Students’ Experiences? / Riordan, Meg; Klein, Emily J.; Gaynor, Catherine.

In: Equity and Excellence in Education, Vol. 52, No. 2-3, 03.07.2019, p. 327-345.

Research output: Contribution to journalArticle

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