An Innovative Approach to Social Justice Education for Preservice Teachers

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Equity-Oriented Practices in Schools and Districts (Table 8)

Abstract

This study used the design process (analysis, development, and evaluation) to understand and refine the process, dimensions, and outcomes of a multi-year, whole-institution approach to social justice education for preservice teachers (PSTs) at one institution. We used shared governance to establish a cross-disciplinary faculty-student learning community, and provided interdisciplinary social justice learning opportunities to PSTs across multiple years. These were delivered using high-impact practices including community-engaged learning and ePortfolios. We assessed engagement within and across the components and the impact on, and change in, social justice learning and orientation for PSTs. Findings showed deepened engagement within and across the components of the whole-institution approach. Committee representation, opportunities for interdisciplinary collaboration, and coordinated field experiences are areas that can be strengthened.

Authors

• Kaitlin K. Moran, Saint Joseph's University

• Mary E. Sheppard, Saint Joseph's University

• Aubrey H. Wang, Saint Joseph's University