Justice-Oriented Teaching Dispositions in Urban Education

A Critical Interpretive Case Study

Dados Bibliográficos

ID10856462
AutoresBettie Ray Butler (0000-0002-6814-2756, The University of North Carolina at Charlotte, NC, USA, autor correspondente), Heather Coffey (The University of North Carolina at Charlotte, NC, USA), Jemimah Young (0000-0001-6598-9196, University of North Texas), Jemimah Lee Young (University of North Texas, Denton, TX, USA)
Ano2021
Volume56
Fascículo2
Páginas193-227
Data de publicação2021-02-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoUrban Education (JOURNAL)
Identificadores do periódicoISSN: 0042-0859 • E-ISSN: 1552-8340
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/0042085918801428
OpenAlexW2892469843
IdiomaEN
Citações recebidas13
Referências citadas30

The effects of professional teacher dispositions on student development have been widely documented. Yet there is limited discussion of the impact of socially just dispositions. The present study critically examines the relationship between justice-oriented mind-sets in preservice teachers and their perceptions of teaching in urban schools. Using critical interpretive case study, we analyze a series of journal reflections from a diverse group of prospective teachers to determine whether exposure to service-learning opportunities within an urban school influenced their views about urban schools and students. As a result of the findings from the study, recommendations for teacher education are addressed

Consciousness raising · Critical thinking · Economic Justice · Mathematics education · Pedagogy · Perception · Political science · Social justice · Social science · Sociology · Teacher education · Teaching method · Educator Training and Historical Pedagogy · Psychology · Service-Learning and Community Engagement · Teacher Education and Leadership Studies