Preservice Teachers' Ideological Mismatch When Confronting How to Embody a Social Justice Teaching Perspective

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

Abstract

While research has been conducted regarding experienced teachers’ curriculum ideologies, few studies have explored preservice teachers in this respect. While aiming to identify their curriculum ideologies, we explore participants’ potential mismatch between discourses foregrounding social justice and specific teaching practices. Data was obtained through Curriculum Ideology Inventories (1081), semi-structured interviews and focus groups. Results show the predominance of the Learner Centered ideology, supported by a general adherence to Social Reconstructionist ideology (social justice approach). Although this finding demonstrates a commitment to social justice teaching in general, data from interviews reveals a concerning dissociation whit concrete teaching practices in their subject-matters. Moreover, a significant number of participants show ideological eclecticism, in respect of which we discuss challenges for teacher education.

Author

• Cesar Pena-Sandoval, Universidad Metropolitana de Ciencias de la Educación