Urban Preservice Teacher Residency Development: Capturing Conceptions and Practices of Social Justice

• In Event: 35.078 - MTCC Roundtable Session 14
  In Roundtable Session: 35.078-3 - Field Experiences That Foster Culturally Relevant Educators

Abstract

We describe the evolving reflections from pre-service K-12 teachers in a residency program that focus on student teaching goals and conceptions of social justice (SJ). Pre-service teachers were asked about their student teaching goals and conceptions of SJ four times during a year. Emerging themes and corresponding reflections suggest a deepening of understandings and enactment around the complexity of teaching as it relates to social justice. Numerous reflections note specific examples connecting content and social justice. Preliminary evidence of deepening of thinking in relation to field experiences is noted. However, comparative and longitudinal studies are needed to discern if time in the field makes a difference and what that might mean for current and future practice.

Authors

• Imelda Nava-Landeros, University of California - Los Angeles

• Melissa Sachi Arias, University of California - Los Angeles