Category of Work

Article

Publication Title

Journal of Early Childhood Teacher Education

Abstract

Early childhood teacher preparation programs are tasked with preparing pre- and in-service teachers to demonstrate equity through culturally responsive and sustaining practices (CRSP). This involves raising awareness of and working against characteristics embedded in systems that are barriers to equity. Early childhood teacher educators must be intentional about including student voice and promoting CRSP through the design and implementation of curriculum. We propose a parallel process, positing that early childhood teacher education students must experience equitable and inclusive learning as students themselves to implement CRSP in their own classrooms. The Community of Inquiry model is a guiding framework from which we reflect on and share research-based strategies for engaging adult learners in activities within online and in-person courses that promote student voice, reflection, and presence. Centering equity as a parallel process requires early childhood teacher preparation programs to design, facilitate, and model activities that invite student voice and perspective. In this way, we might begin to realize the goal of centering equity and supporting teacher candidates in translating these experiences into their own practices with children and families.

First Page

1

Last Page

20

DOI

https://doi.org/10.1080/10901027.2025.2570720

Publication Date

10-17-2025

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Available for download on Friday, April 30, 2027

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