Access and Equity in Ontario Teacher Education: Teacher Candidates’ Perceptions

Authors

  • Michael Holden University of Calgary
  • Julian Kitchen Brock University

DOI:

https://doi.org/10.11575/ajer.v65i1.56453

Keywords:

access, equity, teacher education, underrepresented groups, admissions

Abstract

Access, equity, and equitable representation are ongoing challenges in teacher education. While many Canadian teacher education programs identify equity and diversity as key values, these values do not always result in rates of representation that reflect the student population. Minoritized teacher candidates also experience our programs in unique ways, creating gaps between university equity statements and the lived experiences of our students. This study therefore examines the perspectives of 13 teacher candidates who self-identify as members of various underrepresented groups. Participants’ experiences offer key insights into the challenge of achieving equitable and diverse representation. The presented findings will be of interest to teacher educators and other stakeholders committed to addressing the complex task of increasing equity and access for underrepresented groups in their programs.

L’accès, l’équité et la représentation équitable constituent des défis constants en formation des enseignants. Alors que plusieurs programmes de formation des enseignants identifient comme valeurs fondamentales l’équité et la diversité, l’adoption de ces valeurs ne mène pas toujours à des taux de représentation qui reflètent la population des étudiants. Les candidats minoritaires au programme de formation à l’enseignement vivent l’expérience du programme différemment, ce qui crée des écarts entre l’énoncé de l’université sur l’équité et le vécu des étudiants. Cette étude porte sur la perspective de 13 étudiants candidats au programme de formation à l’enseignement qui s’auto-identifient comme membres de divers groupes sous-représentés. Ces expériences offrent des aperçus essentiels sur le défi d’atteindre une représentation équitable et diverse. Les résultats sauront intéresser les formateurs d’enseignants et d’autres parties prenantes qui s’engagent à aborder la tâche complexe qui est celle d’augmenter l’équité et l’accès à leurs programmes pour les étudiants sous-représentés.

Mots clés : accès; équité; formation des enseignants; groupes sous-représentés; admissions

Author Biographies

Michael Holden, University of Calgary

Michael Holden is the Youth Leadership Facilitator for the Werklund School of Education at the University of Calgary. In his work as a researcher with Brock University, he has collaborated with teacher educators across Ontario to investigate recent changes to teacher education admissions, including both structural admissions practices and their effects on underrepresented groups. His professional interests include enhancing how we prepare emerging teachers for the profession, and developing stronger collaborative networks between teacher educators in Canada.

Julian Kitchen, Brock University

Julian Kitchen is a Professor of Professionalism and Law in the Department of Teacher Education, Faculty of Education at Brock University.

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Published

2019-04-01

How to Cite

Holden, M., & Kitchen, J. (2019). Access and Equity in Ontario Teacher Education: Teacher Candidates’ Perceptions. Alberta Journal of Educational Research, 65(1), 51–71. https://doi.org/10.11575/ajer.v65i1.56453

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Section

ARTICLES