A Curricular Approach to Supporting Preservice Teachers With Lower Social Justice Beliefs (Poster 1): Division K - Section 05: Teacher & Teacher Educator Learning, Stage 2, 12:01 PM

• In Event: e-Lightening Ed-Talk Session 20 - Stage 2

Abstract

Research shows that preservice teachers' social justice beliefs can improve through certain courses, activities, or assessments. However, some students need extra support due to initially low social justice beliefs. The Critically Compassionate Intellectualism (CCI) framework, emphasizing authentic caring, critical pedagogy, and a social justice curriculum, has shown promise. Qualitative research suggests CCI helps preservice teachers become social justice educators. However, no research has focused on its effectiveness for students with lower social justice beliefs. This study analyzed CCI’s effects on students with varying levels of social justice beliefs. Results indicated that students with lower initial social justice beliefs significantly improved their scores by the end of the semester when exposed to CCI compared to those not exposed to CCI.

Authors

• Megan Hut, West Virginia University

• D. Jake Follmer, West Virginia University

• Johnna Bolyard, West Virginia University