Methodological Review of the Literature on Teacher Education for Social Justice

• In Event: Teacher Advocacy and Social Justice With English Language Learners

Abstract

The purpose of this methodological review of the literature is to examine the research base on teacher education for social justice with a focus on teacher candidate experiences during and after formal teacher preparation. Additionally, this review seeks to identify strengths, holes, and weaknesses in the methods and designs of empirical literature. To do so, this review closely examines four previous syntheses and more than forty empirical studies, focusing on the designs, methods, and underlying assumptions used to establish what is known about teacher education and learning to teach for social justice.

Author

• Emilie N. Reagan, Teachers College, Columbia University