“My Training Did Not Prepare Me for This.” - Supporting New Teachers and Bridging the Gap Between the University and the Classroom

Oct 15, 2026

This critical case study examines teachers in their first three years, focusing on new teachers’ self-efficacy for teaching diversity, equity, and inclusion, along with barriers and supports needed to do this work. New teachers commonly report fear, limited time, and feeling overwhelmed. The study foregrounds new teachers’ voices, identifies gaps in teacher preparation programs, and outlines ways to support educators in becoming transformative for all students.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Introduction

Research questions

Literature Review

The Divide Between the University and the PK12 Classroom

“My Training Did Not Prepare Me for This.”: Supporting New Teachers and Bridging the Gap Between the University and the Classroom Danielle Ligocki, Oakland University Abstract This critical case study examines the experiences of teachers who are within their first three years of teaching; specifically, this study sought to understand new teachers’ level of self-efficacy as it pertains to teaching for diversity, equity, and inclusion, as well as the barriers that exist to doing this work and the supports that new teachers need. Generally, new teachers describe feelings of fear, as well as a lack of time and a general feeling of being overwhelmed. I center the voices of new teachers and highlight where teacher preparation programs fall short and how to support new teachers on a path to becoming transformative educators. Keywords: Teacher Preparation; Diversity, Equity, and Inclusion; Critical Education Introduction In spite of the push for schools of education to include concepts of diversity, equity, and inclusion in their curriculum, research has shown (Bidwell, 2001; Diamond et al., 2004; Margolis et al., 2007; Smagorinsky, et al., 2004) that once pre-service teachers leave their college campuses, they tend to adopt the beliefs and culture of their school community and teacher peers, regardless of previous instruction, commitment, and/or desire to teach for diversity, equity, and inclusion. With that in mind, I hypothesize that if first- and second-year teachers are supported by university faculty in their ongoing growth and development as it pertains to diversity, equity, and inclusion, they will be better able to continue their commitments that began at the university level and bring those commitments into their current classrooms. It is crucial that pre-service and in-service teachers gain the skills and confidence to take what were once just theoretical concepts and move toward action. This action will help them act as transformative educators for all students in all classrooms. The research questions explored in this study include: 1) How do early career elementary teachers trained in a teacher preparation program dedicated to diversity, equity, and inclusion experience teaching for diversity, equity, and inclusion; and 2) What barriers exist for early career elementary teachers who are trained in and committed to teaching for DEI? Literature Review I draw upon two strands of literature in order to provide context for this study. The first is literature that explicates the divide between what occurs in teacher preparation programs and what occurs in PK12 school buildings. The second helps to outline not just approaches for teaching for diversity, equity, and inclusion but also the imperative need to train future teachers in a way that they will be able to enact these practices in their own classrooms. The Divide Between the University and the PK12 Classroom Previous research provides support for the notion that pre-service teachers (PSTs) and teachers new to the field receive conflicting messages between their teacher preparation programs and their school buildings. This disconnect (Bain and Moje, 2012; Hammerness, 2006) not only creates internal conflict for pre-service and new in-service teachers, but it also frequently causes them to temporarily postpone—or sometimes abandon completely—ideas they were once passionate about due to the climate and pressures oftheir school buildings and districts. The pressures all educators face, but especially those new to the field, can be incredibly daunting. From curricular demands and the focus on state standards to the political climate and demands from parents and communities, the pressures reach far and wide and can have a significant impact on how new teachers spend their time and energy. Because of these pressures, new teachers often find themselves gravitating “towards the conservative values of schools”(Smagorinsky, et al., 2004, p. 21), all while their

FAQs

What is the purpose of the study?

The study examines experiences of teachers in their first three years, focusing on self-efficacy for teaching diversity, equity, and inclusion, including barriers and supports needed to do this work.

What barriers do new teachers commonly report?

New teachers describe feelings of fear, a lack of time, and a general sense of being overwhelmed when trying to teach for DEI.

What does the research identify about the university-to-classroom divide?

Pre-service and new teachers receive conflicting messages between teacher preparation programs and school buildings, which can create internal conflict and lead teachers to postpone or abandon DEI commitments.

Oct 15, 2026

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