Social Justice Standards in Teacher Education: Pre-Service and In-Service Teachers' Successes, Struggles, and Futures

Southeastern Regional Association of Teacher Educators. Web site: http://www.srate.org/journal.html

Y

12

Social Justice; Standards; Teacher Education; Preservice Teachers; Experienced Teachers; Anxiety; Fear; Cultural Awareness; Social Action; Self Efficacy

1068-1752

Teacher education has increasingly situated social justice as a critical outcome in their programs. One resource, the Social Justice Standards (SJS), has been identified as a guiding tool for supporting pre-service teachers (PSTs) to plan for and enact social justice-oriented practices in their teaching. Situated in the context of a rural teacher education program at a predominately White institution (PWI) in Texas, this qualitative study explored the perceived successes, struggles, and future considerations of five pre-service and in-service teachers in using the SJS. Findings illustrate students' varied conceptualizations of social justice and their mixed feelings of confidence, anxiety, fear, and unpreparedness to actualize it in their future teaching.

As Provided

2022

EJ1339968