Exploring How Teacher Preparation Programs Assess Candidates' Readiness to "Teach for Social Justice"

• In Event: Sheraton Roundtable Session 33
  In Roundtable Session: Inquiry in Transformative, Justice-Centered Teacher Education Programs

Abstract

Educational scholars have developed strong conceptual work on education for social justice, yet there are few measurement tools that capture various characteristics of teaching for social justice or document change in teacher candidates’ attitudes about social justice in their preparation programs over time. The purpose of this study is to discover how teacher preparation programs assess candidates’ disposition to “teach for social justice” from admission to graduation. Most of the programs use self-reflection, rubrics, and observations throughout their programs and during field experiences to measure candidates’ growth over time. Most programs stated they were limited in opportunities provided to candidates to measure their growth. Clarity on what social justice means and how best to measure it effectively was recommended.

Author

• Stephanie Burrell Storms, Fairfield University