The Integration of Social Justice in Teacher Education
Dimensions of Prospective Teachers’ Opportunities to Learn
Bibliographic Data
| ID | 4307539 |
|---|---|
| Authors | Morva Mcdonald (University of Maryland, College Park, corresponding author), Morva A Mcdonald (University of Maryland) |
| Year | 2005 |
| Volume | 56 |
| Issue | 5 |
| Pages | 418-435 |
| Publication date | 2005-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487105279569 |
| OpenAlex | W2063069155 |
| Language | EN |
| Citations received | 59 |
| References cited | 28 |
This article examines the integration of social justice in teacher education and defines dimensions of teachers' opportunities to learn. Findings come from a comparative case study of two elementary teacher education programs: the Teachers for Tomorrow's Schools Program at Mills College and the Teacher Education Intern Program at San José State University. Combining concepts from sociocultural theory and a theory of justice for the conceptual framework, this study illustrates how these programs addressed social justice in university courses and how teachers' opportunities to learn varied across specific dimensions. Specifically, this article highlights teachers' opportunities to develop conceptual and practical tools related to social justice as emphasizing the needs of students identified by their membership in educational categories and the needs of students identified by their status in oppressed groups. In addition, it addresses how variation in teachers' opportunities informed their conceptions of students and their preparation
Conceptual framework · Economic Justice · Mathematics education · Pedagogy · Political science · Social justice · Social science · Sociocultural evolution · Sociology · Teacher education · Collaborative Teaching and Inclusion · Critical Race Theory in Education · Psychology · Teacher Education and Leadership Studies
Diseño y Validación de los Cuestionarios de Representaciones de Justicia Social para Estudiantes de Educación Secundaria (CRJSES) y para Profesores (CRJSP)
Mindful Wonderment
Navigating the Meanings of Social Justice, Teaching for Social Justice, and Multicultural Education
Hacia un Programa de Formación Docente para la Justicia Social
Teacher education for social justice
Teaching the Holocaust through Case Study
Handbook of Research on Teacher Education
Initial teacher education for social justice and teaching work in urban schools
Collaborating for Coherence around Social Justice
Teaching Practices Grounded in Foundational Knowledge, Visions, and Contexts
Teaching for Social Justice and Equity
Fostering Equity and Engagement in STEAM Education
Culturally responsive teacher education
“We are children of God”
What Do Secondary Education Students Understand About Social Justice? Students Representations of Social Justice in Different Regions of Spain
Punished
Poverty-aware teacher education
Teacher educators’ distinctive contribution to education that serves all
Three professional ideals
Making sense of pre-service teachers’ dispositions towards social justice
Reimagining social justice-oriented teacher preparation in current sociopolitical contexts
There Was Complete Silence”
Toward a Theory of Teacher Education for Social Justice
Teacher Education across Minority-Serving Institutions
La vulnerabilidad escolar como mito
Publicly minded, privately focused
Pre-service teachers' dispositions towards diversity
Teacher preparation for social justice
Crossing the great divide
Connecting the dots
Teachers are works in progress”
Integrating social justice with mathematics and science
Measuring pre-service teachers' professional vision of inclusive classrooms
Fostering understanding of institutional oppression among U.S. pre-service teachers
From humanizing principles to humanizing practices
Back to the Future
‘How do you reflect linguistic diversity in the classroom?’
Empowering Pre-service Teachers for Social Justice
Linguistically Responsive Teaching in Preservice Teacher Education
Holocaust Curriculum Development for Latvian Schools
Grappling with Culturally Responsive Pedagogy
Complexities and Issues to Consider in the Evaluation of Content Teachers of English Language Learners
Theory-Practice Divides and the Persistent Challenges of Embedding Tools for Social Justice in a STEM Urban Teacher Residency Program
Learning in Context and Practicing in Place
Teacher Candidates’ Developing Beliefs About Diversity and Its Role in Effective Literacy Teaching
Interpreting School Authority Structures in Public Education
Practicing Justice, Justifying Practice
Navigating Contradictory Communities of Practice in Learning to Teach for Social Justice
Calling for a Humanizing Turn in Language Teacher Education
Teacher Education for Critical Democracy
Examples of c/Critical Coaching
Graduates' Reports of Advocating for English Language Learners
Cascading, Colliding, and Mediating
Global Crises, Social Justice, and Teacher Education
Social Justice and Teacher Education
The Teacher Educator's Role in Enhancing Teacher Quality
What Data and Measures Should Inform Teacher Preparation? Reclaiming Accountability
Constructing Coherence
Disability and the Meaning of Social Justice in Teacher Education Research
Organizations
Communities of Practice
Relationships of Knowledge and Practice
Theory, Practice, and the Education of Professionals
Developmental studies of work as a testbench of activity theory
Observing sociocultural activity on three planes
What Is the Point of Equality?
Justice and the Politics of Difference
The Comparative Method
Preparing Teachers for Diverse Student Populations
Justice and the Politics of Difference
Introduction
Multicultural classrooms and cultural communities of teachers
Appropriating Tools for Teaching English
Cognition in Practice
Knowledge and Teaching
Qualitative Data Analysis
Preparing Culturally Responsive Teachers
Tensions in Learning to Teach
Placing Equity Front and Center
Situated Learning
| Unique citing works | 59 |
|---|---|
| Citations per year | 3,11 |
| Citation span | 2007 - 2026 (20) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 53 |