Navigating Challenges, Naming Supports in Teacher Education: A Case Study of Justice-Oriented Instructors

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 1
  In Roundtable Session: The Education of Justice-Oriented Teacher Educators

Abstract

This qualitative case study examines challenges faced by justice-oriented teacher
educators in an undergraduate elementary teacher preparation program. Drawing on critical race
theory, critical multiculturalism, and culturally responsive pedagogy, the study explored how
instructors integrate social justice ideas into coursework and their obstacles. Data sources
included interviews, observations, and course documents, thematically analyzed to identify
patterns in instructional practices, program structures, and faculty needs. Findings reveal that
TEs face barriers including student readiness, inconsistent curriculum integration, limited
resources, and a lack of formal mentoring or orientation. Participants emphasized the need for
resource sharing, structured mentoring, and program-wide alignment around social justice
commitments. This study offers insight into how programs can better support faculty and sustain
justice-oriented approaches to teacher education.

Author

• Cheetara A Hudson, Loyola University Chicago