Expanding, persistent, and intermediary conceptions of equity: A longitudinal study of prospective mathematics teachers
Teaching and Teacher Education, cilt.181, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 181
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.tate.2026.105733
- Dergi Adı: Teaching and Teacher Education
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Periodicals Index Online, Educational research abstracts (ERA), Psycinfo
- Anahtar Kelimeler: Equitable mathematics education, Equity, Mathematics teacher learning, Professional development, Prospective mathematics teachers
- TED Üniversitesi Adresli: Evet
Özet
This study examines how prospective mathematics teachers (PMTs) developed conceptions of equity in an equity-focused professional development program. Drawing on three rounds of semi-structured interviews with twelve participants, data were analyzed through a combination of deductive and inductive thematic coding using Gutiérrez's four-dimensional equity framework: access, achievement, identity, and power. Findings reveal that PMTs' conceptions of equity expanded across the four equity dimensions while remaining uneven and layered. Over time, participants increasingly attended to differentiated pedagogies, students' lived experiences, classroom authority structures and incorporation of social justice issues. Yet these developments coexisted with equality discourses, including maintaining the ‘equal distance’ from all learners, and intermediary positionings to balance the competing demands of teaching. These findings highlight that PMTs simultaneously articulated expanding, persistent, and intermediary conceptions of equity. This study underscores the importance of professional learning environments that address tensions between equity and equality within specific educational contexts.