ABSTRACT

This self-study examines the intersectionality of online teaching, inclusive teaching practices, and culturally responsive teaching in an online graduate teacher education program. Inspired by student perceptions of the promotion of equity and inclusion in the online program, our critical friends group engaged in ongoing reflection and discourse about our current practice as teacher educators and as a program. At the onset of the self-study, we believed that our practices were promoting inclusivity and equity for our students. We discovered, however, that despite our intentional efforts to model and promote these, we each had room to improve our practice. As a result, we engaged in professional development to better equip ourselves to model and promote equity and inclusion in our online teacher education program. We found that there is considerable overlap in research-based effective practices for online teaching, culturally responsive teaching, and inclusive teaching. We have provided recommendations for teacher educators to consider as they design for and model the intersectionality of equity and inclusion in their practice.

摘要

本自学考察了在线研究生教师教育计划中在线教学，包容性教学实践和文化响应型教学的交叉性。受学生对促进平等和融入在线课程的认识启发，我们的重要朋友小组不断反思和讨论我们作为教师教育者和课程的当前做法。自学之初，我们相信我们的实践正在促进学生的包容性和公平性。但是，我们发现，尽管我们有意进行建模和推广，但我们每个人都有改进实践的余地。因此，我们致力于专业发展，以更好地装备自己，以建模和促进公平并融入我们的在线教师教育计划。我们发现在线教学，具有文化适应性的教学和包容性教学的基于研究的有效实践存在大量重叠。我们为教师教育者提供了一些建议，供他们在实践中设计和建模公平与包容性的交叉关系时进行考虑。