Access and Equity in Ontario Teacher Education: Teacher Candidates' Perceptions

Access, equity, and equitable representation are ongoing challenges in teacher education. While many Canadian teacher education programs identify equity and diversity as key values, these values do not always result in rates of representation that reflect the student population. Minoritized teacher candidates also experience our programs in unique ways, creating gaps between university equity statements and the lived experiences of our students. This study therefore examines the perspectives of 13 teacher candidates who self-identify as members of various underrepresented groups. Participants' experiences offer key insights into the challenge of achieving equitable and diverse representation. The presented findings will be of interest to teacher educators and other stakeholders committed to addressing the complex task of increasing equity and access for underrepresented groups in their programs.