The Function of Predispositions Toward Social Justice in an Urban Science Teacher Education Program

• In Event: AERA Poster Session 8
  In Poster Session: Science Teaching and Learning: Equity and Social Justice in Science Education

Abstract

Research indicates pre-dispositions toward social justice often determine teacher beliefs and instructional practices, despite the messages advanced in teacher education. This study was designed to explore the role of pre-dispositions in shaping teacher learning about, and implementation of, socially just teaching. It advances the perspective that teaching science for social justice is simultaneously pedagogical and political, involving teacher action both within the classroom to support individual learning, and outside of the classroom to critique existing power structures that impact student opportunities to learn science. Findings indicated teachers’ pedagogy reflected social justice in supporting the learning of individual students; however, teacher engagement in the political aspects of teaching for social justice were more variable and dependent on their pre-dispositions.

Authors

• Lisa Marco-Bujosa, Villanova University

• Audrey Anne Friedman, Boston College