#1171: Teacher Candidate Experiences on the Translation of Program Equity Principles into Classrooms

Program expectations of equity principles for a graduate teacher education program were examined to assess the translation of these principles as graduate students in the program and as practicing teachers in school classrooms. A preliminary qualitative analysis of seven in-depth interviews with graduate teacher candidates and alumni was conducted. Findings were categorized into successes and challenges, each with three emerging themes. Our study reiterates the importance of closing the divide between teacher programs and classroom realities.