ABSTRACT This article explores how two urban schools help teachers create equitable spaces for students. We describe the structures and experiences supporting teacher learning and transfer of learning to practice as well as what happens when what is designed for and what is enacted do not align. Findings include that teacher professional learning for equity must (1) include centering it on content related to equity and critical pedagogy; (2) model instructional practices that promote equity; (3) create a culture of inquiry and ownership to promote a school ecosystem where equity and deeper learning thrive; and (4) invite students’ voices into the conversation to understand the impact of teachers’ professional learning.

中文翻译：

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公平和深度学习教学：专业学习如何转化为教师的实践并影响学生的体验？

摘要 本文探讨了两所城市学校如何帮助教师为学生创造公平的空间。我们描述了支持教师学习和将学习转化为实践的结构和经验，以及当设计的目的和实施的内容不一致时会发生什么。调查结果包括教师职业公平学习必须 (1) 包括以与公平和批判性教学法相关的内容为中心；(2) 促进公平的示范教学实践；(3) 营造一种探究和主人翁精神的文化，以促进公平和深入学习蓬勃发展的学校生态系统；(4) 邀请学生的声音参与对话，了解教师专业学习的影响。