"What Good Are Ideas?" Critical Narratives of Student Teaching From Two Social Justice–Oriented Teacher Candidates

• In Event: Fairmont Roundtable Session Seventeen
  In Roundtable Session: Preparing for and Living Through That First Year! (Table 5)

Abstract

Using a collaborative narrative inquiry, this study explores the experiences of two social justice-oriented teacher candidates during student teaching. Much of the current literature on social justice and pre-service teachers focuses on how programs build critical consciousness, with less attention to candidate voice and affective experience. Applying a DisCrit lens, this study explores the challenges these educators faced in the field, coping strategies they engaged in, and the programmatic supports they needed but found lacking. This analysis reveals commonalities and differences in experience across race and gender identity, with implications for teacher education, including the development of teacher mentors and the preparation and support of justice-oriented teacher candidates in field placements, particularly students from marginalized groups.

Authors

• Teukie Martin, Syracuse University
  Presenting Author

• Nikkia D. Borowski, Syracuse University
  Presenting Author