Predicting and Promoting Social Justice-Oriented Beliefs Among Preservice Teachers: The Effects of Critical Compassionate Pedagogy

• In Event: Discussing the Implications of Culturally Competent and Responsive Teaching

Abstract

In two studies, we examined the role of compassion and compassion-oriented pedagogy in predicting (Study 1) and promoting (Study 2) preservice teachers’ social justice-oriented beliefs. We first tested the mediational relationships among preservice teachers’ compassion, empathy, and educational social justice beliefs. Preservice teachers’ compassion predicted their social justice beliefs, directly and indirectly via empathy. Grounded in the results of Study 1, the critically compassionate intellectualism (CCI) framework was implemented in a teacher education course. Results indicated that engagement in the CCI-based course promoted preservice teachers’ general and education-specific social justice beliefs. The findings provide new insights into promoting equitable teaching practices among preservice teachers. Implications for critical pedagogy and developing caring, culturally responsive, and reflective preservice educators will be discussed.

Authors

• Megan Hut, West Virginia University

• D. Jake Follmer, West Virginia University

• Johnna Bolyard, West Virginia University