Equity and social justice in mathematics teacher preparation: Diving into the nitty-gritty
DOI:
https://doi.org/10.38140/obp3-2025-01Keywords:
Equity, inclusive pedagogy, professional development, reform, social justiceAbstract
In contemporary education, the principles of equity and social justice have emerged as critical components that shape the pedagogical landscape, particularly in mathematics teacher preparation programmes. This chapter examines how mathematics teacher education programmes prepare pre-service mathematics teachers for equitable and socially just classrooms. It seeks to understand how these principles are integrated into teacher education programmes and their impact on the development of future educators to address diverse student needs in mathematics classrooms. This study employs a qualitative research design, utilising semi-structured interviews with mathematics teacher educators, pre-service mathematics teachers, and heads of departments. Data were collected from two traditional institutions to capture varied perspectives on the incorporation of equity and social justice within mathematics teacher preparation. Thematic analysis was employed to identify recurring themes and patterns in the data, enabling a comprehensive understanding of the participants' experiences and insights regarding the integration of these critical principles in their training. The findings indicate that integrating culturally relevant teaching, enhancing various field experiences, and developing community engagement can enable teacher preparation programmes to produce a new cohort of educators dedicated to social justice and equity in their classrooms. This comprehensive approach is essential for reforming educational processes and ensuring that all students have access to equitable learning opportunities.
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