Preparing Teachers for Social Justice Advocacy. Am I Walking My Talk?

Y

7

Preservice Teacher Education; Preservice Teachers; Social Justice; Advocacy; Reflection; Teaching Methods; Beliefs; Student Diversity; Graduate Study; Readiness; Consciousness Raising; Semi Structured Interviews; Program Effectiveness; Inquiry; Change Strategies; Attitude Change; Grounded Theory

1068-3844

To prepare teacher candidates to become social justice advocates, teacher educators have to critically reflect on their curriculum and teaching strategies to examine whether they are "acting on their beliefs" about diversity and social justice. In this article the author examines teacher candidates' perceptions of how their experiences in a graduate level action research course, using a critical approach, promoted their readiness for social justice advocacy. (Contains 1 table and 7 notes.)

ERIC

34

2014

EJ1015111