Practices, Outcomes, and Tensions in Social Justice Teacher Education: A Scoping Review of the Literature

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Enacting Social Justice in Teacher Education (Table 30)

Abstract

In recent decades, concerns have risen regarding educational inequalities and the inadvertent perpetuation of inequity by schools and teachers. Teacher educators and scholars have introduced practices of social justice-oriented teacher education to support student teachers in developing more equitable beliefs and practices. However, analyzing the characteristics of these practices is challenging due to their diverse approaches. This scoping review aims to map the field of teacher education for social justice and equity. The review reveals patterns, nuances, and differences in teacher educators’ practices and explores dilemmas faced by preservice teacher educators striving for systemic change while operating within existing inequitable structures, which significantly impact their own schooling contexts as well.

Authors

• Nina Hosseini, University of Amsterdam

• Monique Leijgraaf, University of Applied Sciences IPABO

• Monique L. Volman, Universiteit van Amsterdam

• Lisa Gaikhorst, University of Amsterdam