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Teacher capacity has concerned itself with the knowledge and dispositions that are required to teach in P-12 classrooms. However, some suggest that many of these efforts have fallen short in helping to create equitable learning environments for all students. In this work, we examine the historical depictions of teacher capacity, examine the salient research on teacher knowledge for diverse learners, and finally we offer recommendations for reconceptualizing teacher capacity for diverse learners.

Only within the past 30 years has the issue of student diversity been part of the teacher capacity discourse. The AACTE endorsed multicultural education in 1973. In the document No One Model American, they call for the profession to respond to the increase in cultural pluralism (Nieto, 2000). AACTE’s push for addressing diversity in teacher education was followed up by NCATE’s call for all member institutions to place …