Abstract
This study explores the role of identity in uncovering teacher candidate (TC) awareness and understanding in teaching students with dis/abilities in culturally sustaining ways. A combination of individual interviews and focus groups was conducted with 12 TCs between March and May 2020 at a large Midwestern university in the U.S. Anchored in video elicitation methods, a range of viewpoints and teaching practices was revealed. Data analysis suggested an emerging awareness of, and receptivity to, equity-based inclusive education. Discussion includes implications for teacher preparation research and practice that prioritize centering issues of culture, power, and dis/ability among students.
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