Teachers need the knowledge and dispositions to identify and dismantle barriers contributing to persistent educational inequity. This work begins by centering equity in teacher education with a focus on developing teachers’ critical consciousness of the systems of power and privilege in educational institutions. Utilizing equity-focused instruction and coaching, this study explored the development of preservice teachers’ Equity Consciousness and Equity Literacy knowledge and dispositions during a teaching-coaching-reflection transformative learning experience. Participants demonstrated increased Equity Consciousness and Equity Literacy, recognizing their assumptions about learners’ lived experiences and the funds of knowledge students bring to the learning environment. Findings from this empirical study indicate this approach contributes to the development of the equity-based dispositions essential to dismantling current educational barriers and replacing them with inclusive and empowering instructional practices.

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Feedback is essential for the transformation and development of new teachers. This action research study explored perceptions of feedback givers/receivers in the development of essential teaching skills in a new co-teaching model. Outcomes informed programmatic changes to teacher education trainings and protocols. The research team included teacher education faculty, including the program leader (author 1), faculty (author 2) and K-12 teacher leader (author 3). Student teachers (6), cooperating teachers (7), and university supervisors (3) participated in semi-standard interviews and close-ended surveys. Responses were analyzed for feedback content, frequency, timing, effectiveness, reception and application. Three key components of the feedback process were identified: Goals (What), Relationship (How), and Effect (Change). The relationship between the student teacher receiving and the supervisor providing the feedback significantly influenced student teacher perception and application of feedback. Resulting programmatic changes include cooperating teacher selection criteria, co-teaching training, regular triad team meetings, and rubric-based feedback protocols.

Purpose: The purpose of this study was to understand the impact of COVID-19 on doctoral students’ personal, professional, and academic roles and factors contributing to their persistence during the pandemic.Research Methods: The researchers engaged in qualitative research at a California State University CPED-inspired Ed.D. program, using semi-structured interviews, document analysis and a focus group. Data were analyzed through the CPED mentoring and advising framework, transformative learning theory, and self-authorship theory.Results: Three themes emerged: a convergence of roles within home and virtual spaces, leading in a complex and uncertain time, and caring relationships encourage persistence.Implications: Participants experienced increased self-awareness and development of cognitive, interpersonal, and intrapersonal dimensions of self. Relationships between cohort members and with faculty were integral to student persistence during a time of significant change and uncertainty. Recommendations for practice within Ed.D. programs and for future research are offered.

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