Increasing Teacher Candidates' Capacity to Enact Social Justice and Culturally Responsive Practices: Findings From a Meta-Ethnography

• In Event: Culturally Responsive Schooling

Abstract

This proposal presents findings from a systematic review of a specific subset of the scholarly literature that addresses two related topics: teacher education and developing capacity for critical, responsive, and social justice-oriented instruction. We included 14 research articles and examined them within the meta-ethnographic tradition of translating across studies and synthesizing the findings. This presentation explores two themes from our findings: (1) common features and approaches such as field experiences, coursework, and program elements that developed teacher capacity, and (2) types of research studies that provide meaningful findings. We end with considerations for teacher preparation programs that wish to support developing capacity for social justice instruction and culturally responsive practices. We also conclude with recommendations for future areas of inquiry.

Authors

• AnnMarie Dull, St. John's University
  Presenting Author

• Liz Chase, St. John's University
  Presenting Author