Development of Social Justice Beliefs of Teacher Candidates in Physical Education

• In Event: Creating Pedagogical Spaces for Social Justice Issues in Physical Education

Abstract

The purpose of this study was to examine teacher candidates’ (TCs) beliefs regarding social justice as they progressed through their Physical Education Teacher Education (PETE) program. Flory & McCaughtry’s (2011) framework for culturally relevant physical education (CRPE) guided this study. Researchers employed mixed methods to examine 14 TCs’ social justice beliefs, including longitudinal survey data and journal responses. Descriptive analysis showed that TCs social justice beliefs changed in a positive way from program entry to exit. Analysis of TCs journal responses revealed a slight shift in values and beliefs regarding social justice throughout one semester. These findings imply that social justice beliefs can be formulated during preservice training. Teacher educators are encouraged to incorporate these principles in teacher education programs.

Authors

• Sara Barnard Flory, University of South Florida

• Haichun Sun, University of South Florida