Examining Preservice Teachers’ Social Justice Dispositions: The Case of a Teacher Education Program in India

• In Event: Advancing Social Justice in Teacher Education: Insights From Preservice Teachers' Understanding and Dispositions

Abstract

This study explored the social justice dispositions of pre-service teachers enrolled in the first year, final year, and recent graduates of an undergraduate teacher education programme located in a large university in Delhi. Five social justice dispositions were conceptualized and examined using the concepts from critical theory and social justice education: Awareness of diversity, Critical self-reflection, Sense of preparedness for diversity, Challenging the status quo and Advocating for social justice. An exploratory sequential mixed-methods research was conducted, including an online Likert scale survey (Social Justice Teachers’ Disposition (SJDT) scale) with 350 pre-service teachers and graduates and in-depth interviews with 21 participants. Findings illuminate how university-based teacher education for social justice can be realized in the diverse social context of India.

Author

• Isha Verma, University of Hong Kong