"Learned Passions": A Longitudinal Examination of Teaching for Social Justice From Teacher Residency to Practice

• In Event: Supporting a Persistent Pursuit of Social Justice in Novice Teachers

Abstract

The purpose of this study is to understand how a cohort of teaching residents’ beliefs and articulations about teaching for social justice change over time from before entering residency to their first year of teaching. In doing so, we conduct a longitudinal examination of their conceptions of and beliefs about teaching for social justice over multiple points: 1) before entering a 14-month urban teacher residency program; 2) during the residency program; and 3) following their first year of teaching in an urban setting. Specifically, we examine how these residents conceptualized, articulated, and reportedly enacted teaching for social justice over this period.

Authors

• Crystal Chen, Teachers College, Columbia University

• Emilie N. Reagan, University of New Hampshire

• Laura Vernikoff, Teachers College, Columbia University

• A. Lin Goodwin, Teachers College, Columbia University