Abstract
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.
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