Division K - Teaching and Teacher Education / Division K - Section 05: Teacher and Teacher Educator Preparation

Between Dissociation and Eclecticism: Preservice Teachers' Learner-Centered Curriculum Ideology and Views on Social Justice Teaching - Cesar Pena-Sandoval, Universidad Metropolitana de Ciencias de la Educación; Malba Barahona, Pontificia Universidad Catolica de Chile

Restorative Preservice Training for Equity: Recommendations From Restorative Coordinators - Hilary Lustick, University of Massachusetts - Lowell; Allison Rae Ward-Seidel, University of Virginia; Larissa M. Gaias, University of Massachusetts - Lowell

Secondary STEM Teacher Experiences Enacting Social Justice Pedagogy - Belinda Pickett Edwards, Kennesaw State University; Michael Dias, Kennesaw State university; Laurie Brantley-Dias, Kennesaw State University; Tiffany Anne Roman, Kennesaw State University

Social Justice Core Practices, the Problem of Enactment, and the Problem of Context - Andrew J. Schiera, University of Wisconsin - Madison; Jasmine Marshall-Butler, University of Pennsylvania; Nicole Mittenfelner Carl, University of Pennsylvania

Understanding How Preservice Teachers Learn Project-Based Learning for Social Justice - Jaime Park, University of California - Los Angeles; Imelda Nava-Landeros, University of California - Los Angeles

Kristin Cipollone, University at Buffalo - SUNY