Abstract
Abstract The international problem of differential achievement between groups of students has particular significance for New Zealand given its persistent problem of inequitable outcomes for Māori and Pasifika students, and those from poor communities. This qualitative study investigated how engagement in teacher inquiry supported student teachers’ understandings of, and practice for, equity. The 28 participants were in a one-year, equity-oriented Master’s initial teacher education programme. The data set comprised 84 research-related assignments participants completed for their teacher inquiry course. Thematic data analysis showed that the structured inquiry process supported participants to challenge inequity by problematizing student engagement and to address this by using a range of evidence to enhance their teaching. Overall, the study suggests that inquiry as research process and stance, along with the application of the Facets equity framework in authentic teaching and learning contexts, is a powerful source of student teacher equity-focused professional learning and practice.
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