Vol. 7, Issue 2, Part L (2025)

This paper examines the essential role of teacher education pedagogy in fostering authentic equity within diverse classroom settings. As educational landscapes become increasingly heterogeneous, traditional teacher preparation models often fall short in equipping educators with the culturally responsive and socio-critically informed practices necessary to address systemic inequities. We argue for a fundamental restructuring of teacher education programs, moving from skill-based training to a transformative, reflection-oriented pedagogy centered on social justice. The paper reviews key theoretical frameworks, including Culturally Sustaining Pedagogy (CSP) and Critical Race Theory (CRT), and proposes a practical model for integrating these concepts into core curriculum and clinical practice. The central claim is that intentional, equity-focused pedagogical training is not an add-on but the foundational requirement for developing anti-oppressive and effective teaching professionals.