Secondary Analysis of Findings From the Teaching and Learning International Survey 2018: A Comparison of Expectations to Teachers' Role in Advancing Society and Equity in Finland, Japan, and the United States

• In Event: AERA Poster Session 6
  In Poster Session: Division K Section 3 Poster 1

Abstract

This paper compares beliefs about social justice and equity in teacher education in Finland, Japan and the United States. A secondary analysis of data from the Teaching and Learning International Survey 2018 is complemented with a review of articulations for equity and social justice in three teacher education programs. Our research question focuses on how formal teacher education is expected to address issues of social justice. Our findings show that teachers in the US feel comparatively more confident about their abilities to teach in multicultural, multilingual, cross-curricular and mixed ability settings. Our analysis shows that the observed differences and similarities coincide with differences in income distribution and different expectations to the role of teachers in society.

Authors

• Susan Wiksten, European Journal of Education

• Crystal Green, Harvard University