Preparing Early Childhood and Elementary Preservice Teachers to Design Relevant Social Justice–Informed Integrated Lessons Using Field Trips

• In Event: The Preparation of Preservice Teachers in Elementary and Early Childhood Education

Abstract

Teaching integrated mathematics/literacy/social studies lessons for social justice is a rich research area in which field trips have been under examined. The paucity of literature on mathematics/literacy/social studies-based field trips for social justice, specifically, warrants further investigation. This action research study aims to improve our practice of supporting preservice teachers to design integrated mathematics/literacy/social studies-based field trips to enhance student awareness of social justice issues. The findings from this have important implications to researchers, teacher educators, and for future research. Thematic analysis generated overarching themes organized by three phases. These phases indicate a structural approach that teacher educators may use when introducing a similar activity. Further analysis revealed the beneficial challenge and importance of this assignment for participants.

Authors

• Angela Victoria Enriqueta Owens, New Mexico State University
  Presenting Author

• Leanna Lucero, New Mexico State University
  Presenting Author

• Violet Henderson, New Mexico State University
  Presenting Author

• Blanca Estela Araujo, New Mexico State University
  Presenting Author