Existing literature emphasizes the importance of focusing professional learning on those already in the teaching core (Darling-Hammond, Hyler, & Gardner, 2017; DarlingHammond & McLaughlin, 1995). This is partly because practicing teachers understand the importance of the context in which they are teaching and the opportunities and challenges their students face. New teachers have not experienced these contexts with any longevity, and are more likely to have had brief clinical experiences throughout their teacher preparation program that allow them opportunities to bridge theory and practice. Nonetheless, we have a responsibility to support in meaningful and responsive ways the large numbers of classroom educators who have committed themselves to teaching K-12 learners. There is no shortage of research concluding that teacher professional learning is critical for supporting the cultivation of the myriad skills that students need for life success. This is particularly true considering the competencies youth need to be prepared for the 21st-century workforce and meaningful engagement in a democracy (Darling-Hammond et al., 2017). Yet, we also know that professional development (PD) is crucial to ensuring that teachers are able to learn and refine the pedagogies and practices needed to meet the academic and social needs of a culturally diverse student population (Prenger, Poortman, & Handelzalts, 2017). Teacher PD efforts generally share the goal of positively shifting teachers’ behavior, knowledge, and attitudes, with the ultimate goal of improving student achievement (Desimone, 2009). Although this is important for educators who work in communities that are high-need and/or serve students from minoritized racial/ethnic and linguistically diverse groups, it is also critical that all practicing educators have opportunities to participate in professional learning communities (PLCs) that center collaboration and pedagogical innovation related to shared goals that are student-centered (Cochran-Smith, 2015). We highlight the issue of meaningful support for practicing teachers in this editorial as an opportunity to encourage readers to consider effective PD as professional learning designed with equity goals in mind for students and teachers. We assert the need for an expanded view of what is meant by “effective PD” as inclusive of equity as not only essential for student learners but also for teacher learners. Educators need access to the kinds of learning experiences that will help them grow as professionals. Professional learning opportunities designed to meet the needs of inservice teachers should also carefully account for context and teacher identity, particularly in this climate of increased accountability and decreased enrollment in teacher preparation programs nationwide (Sawchuk, 2015). We believe that context matters for PD design and implementation, and contextual features interact with a teachers’ professional agency and contribute to classroom practices (Richmond, 2015; Wray & Richmond, 2018). Teacher identity also matters, and practicing educators need to be willing to continually and critically reflect on the ways in which their personal and professional identities inform their (in)ability to effectively meet the needs of a diverse student population (Larrivee, 2000). Issues of equity for students and teachers are connected; the more teachers know about their students’ needs and possibilities for growth, the more responsive they can be to these needs and possibilities and to providing powerful learning opportunities. Many of the papers in this issue directly or indirectly highlight factors that need to be considered when PD opportunities are provided for preservice and practicing educators. Furthermore, the findings from several of these papers have implications for considering the unique roles that social/cultural contexts and teacher identity play in the design and implementation of learning opportunities. These opportunities must be designed to increase student learning outcomes and foster humanizing educational environments for professional learning while drawing upon the assets that students bring to the classroom and respond to the challenges they might face (Bartolomé, 1994; Brown, 2013; Carter Andrews, Brown, Castillo, Jackson-Meadows, & Vellanki, 2019; Carter Andrews & Castillo, 2016). Teachers, whose professional identity includes an asset-based pedagogical orientation toward learning, draw on the cultural strengths and native learning modalities of students. When teachers are able to build their collective efficacy around shared goals related to sustaining students’ cultural assets and building on students’ strengths, these shared beliefs can significantly positively influence student learning. With these shared goals, PLCs can set challenging goals that represent investments in enhanced teacher practice and humanizing learning 875098 JTEXXX10.1177/0022487119875098Journal of Teacher EducationCarter Andrews and Richmond editorial2019

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公平的专业发展：什么构成强大的专业学习？

现有文献强调了将专业学习重点放在教学核心中的重要性（Darling-Hammond、Hyler 和 Gardner，2017 年；DarlingHammond 和 McLaughlin，1995 年）。这部分是因为实践教师了解他们教学环境的重要性以及学生面临的机遇和挑战。新教师没有长期经历这些背景，并且更有可能在整个教师培训计划中获得简短的临床经验，使他们有机会将理论和实践联系起来。尽管如此，我们有责任以有意义且反应迅速的方式支持大量致力于教授 K-12 学习者的课堂教育工作者。不乏研究得出结论，教师专业学习对于支持学生获得人生成功所需的无数技能至关重要。考虑到青年需要为 21 世纪的劳动力和有意义的民主参与做好准备，这一点尤其正确（Darling-Hammond 等，2017）。然而，我们也知道，专业发展 (PD) 对于确保教师能够学习和完善满足不同文化学生群体的学术和社会需求所需的教学法和实践至关重要（Prenger、Poortman 和 Handelzalts，2017 年） ）。教师 PD 努力的目标通常是积极转变教师的行为、知识和态度，最终目标是提高学生成绩（Desimone，2009）。尽管这对于在高需求社区工作和/或为少数种族/族裔和语言多样化群体的学生提供服务的教育工作者很重要，但所有实践教育工作者都有机会参与专业学习社区 (PLC) 也至关重要与以学生为中心的共同目标相关的中心协作和教学创新（Cochran-Smith，2015）。我们在本社论中强调了对实践教师的有意义支持的问题，以此作为鼓励读者将有效的 PD 视为专业学习的机会，该学习旨在为学生和教师考虑公平目标。我们主张需要更广泛地理解“有效 PD”的含义，因为它包括公平，这不仅对学生学习者而且对教师学习者来说都是必不可少的。教育工作者需要获得各种学习经验，以帮助他们成长为专业人士。旨在满足在职教师需求的专业学习机会还应仔细考虑背景和教师身份，尤其是在这种问责制增加和全国教师培训计划入学人数减少的环境中（Sawchuk，2015 年）。我们认为背景对于 PD 设计和实施很重要，并且背景特征与教师的专业机构相互作用并有助于课堂实践（里士满，2015 年；雷和里士满，2018 年）。教师身份也很重要，教育工作者需要愿意不断地批判性地反思他们的个人和专业身份如何告知他们（不）有效满足不同学生群体需求的能力（Larrivee，2000）。学生和教师的公平问题是相互关联的；教师越了解学生的需求和成长的可能性，他们就越能对这些需求和可能性做出反应，并提供强大的学习机会。本期的许多论文直接或间接强调了在为职前和实践教育工作者提供 PD 机会时需要考虑的因素。此外，其中几篇论文的研究结果对考虑社会/文化背景和教师身份在学习机会的设计和实施中发挥的独特作用具有重要意义。这些机会必须旨在提高学生的学习成果并为专业学习营造人性化的教育环境，同时利用学生带到课堂的资产并应对他们可能面临的挑战（巴托洛梅，1994 年；布朗，2013 年；卡特安德鲁斯，布朗、卡斯蒂略、杰克逊-梅多斯和维兰基，2019 年；卡特·安德鲁斯和卡斯蒂略，2016 年）。教师的职业身份包括以资产为基础的学习教学导向，利用学生的文化优势和本土学习方式。当教师能够围绕与维持学生的文化资产和建立学生的优势相关的共同目标来建立他们的集体效能时，这些共同的信念可以对学生的学习产生显着的积极影响。有了这些共同的目标，PLC 可以设定具有挑战性的目标，这些目标代表着对加强教师实践和人性化学习的投资 875098 JTEXXX10.1177/0022487119875098Journal of Teacher EducationCarter Andrews and Richmond 社论 2019