Abstract Operationalizing equity is vital for classrooms, but there is limited evidence about whether and how novice teachers enact it. This qualitative study unearths novice teachers’ beliefs about student diversity through an open-ended survey item administered to a large teacher induction program in California. These teachers operationalize equity through three levels of teacher resistance (inclusivity, exposure to social justice, and countering systemic inequalities) and three types of pedagogical activities (curricular adjustments, classroom discussions, and actively with shifts in pedagogy). This understanding of novice teacher beliefs informs preparation and induction programs about how beginners could conceive and enact equity throughout their classrooms.
Kwok et al. (Fri,) studied this question.