ABSTRACT Many teachers enter teacher education programs expecting to develop tools and ways of thinking necessary to cultivate educational equity in their classrooms. Trends for teacher learning and development show that, while equity gets addressed, there is less evidence of frameworks, tools, and practices that center equity for teacher learning and practice. There also is the added challenge of competing demands on teachers’ time and restrictive environments that impede their practice. Our work enters here, with attention to these early years of teaching that are ripe with possibilities for new teacher thinking and practice related to equity. In this conceptual article, we present a framework that draws upon conceptions of noticing for equity. The focus is the micro-moments within fleeting classroom discourse when equity themes and issues arise and warrant redress. In addition, we contribute a multi-lensed framework to surface and map the nuances and complexities of this equity-focused work in real moments of classroom practice. We describe ways we have worked with our teacher partners on this process. Finally, we offer teachers, education leaders, and teacher educators activities to guide equity-informed noticing, reflecting, and action—particularly in the realities of competing priorities of classroom and school life.

中文翻译：

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在内容学习的转瞬即逝的谈话中培养内在见证人注意公平

摘要 许多教师进入教师教育计划，希望开发必要的工具和思维方式，以在课堂上培养教育公平。教师学习和发展的趋势表明，虽然公平得到解决，但很少有证据表明框架、工具和实践以教师学习和实践的公平为中心。对教师时间的竞争性要求和阻碍他们实践的限制性环境也带来了额外的挑战。我们的工作进入这里，关注这些早期的教学，这些教学已经成熟，新教师思维和与公平相关的实践的可能性。在这篇概念性文章中，我们提出了一个框架，该框架借鉴了注意公平的概念。当公平主题和问题出现并需要纠正时，重点是转瞬即逝的课堂话语中的微观时刻。此外，我们还提供了一个多视角框架，以在课堂实践的真实时刻显示和映射这项以公平为重点的工作的细微差别和复杂性。我们描述了我们在这个过程中与我们的教师合作伙伴合作的方式。最后，我们为教师、教育领导者和教师教育工作者提供活动，以指导公平知情的注意、反思和行动——特别是在课堂和学校生活的竞争优先事项的现实中。