"Teachers Are Works in Progress": A Mixed-Methods Study of Teaching Residents' Beliefs and Articulations on Teaching for Social Justice

• In Event: 61.053 - Strengthening Urban Teachers: Social Justice, Activism, and Ideologically Aligned Professional Communities

Abstract

The purpose of this mixed methods study is to take an in depth examination of teaching residents’ conceptions of and beliefs about teaching for social justice in a teacher residency program with a stated mission of social justice. Specifically, this study examines how three cohorts of teaching residents conceptualized, articulated and reflected on teaching for social justice over the course of a 14-month teacher residency program, extending the research beyond a singular course, assignment or field experience. Additionally, this study examines residents’ beliefs about teaching for social justice using an established, psychometrically sound instrument.

Authors

• Emilie N. Reagan, University of New Hampshire

• Crystal Chen, Teachers College, Columbia University

• Laura Vernikoff, Teachers College, Columbia University