Social Justice Teaching Beliefs and Clinical Experiences of Preservice Teachers for Equity-Oriented Teaching

• In Event: Emotion, Belief, and Relational Elements of Teaching and Teacher Preparation

Abstract

We examine PSTs’ social justice teaching beliefs along a continuum and whether these beliefs, along with clinical experience in diverse settings, predict equity-oriented teaching. We analyzed survey responses from 297 preservice teachers collected at the end of a teacher education program using a sequential regression model. The results showed that preservice teachers have higher beliefs at the personal awareness level and lower structural awareness beliefs (e.g., social justice is rooted in systems, policies). Clinical experiences were significantly associated with equity-oriented teaching but explained a small variance.

Authors

• Afaq Ahmed, Texas A&M University

• Hamza Benzina, Texas A&M University

• Andrew Kwok, Texas A&M University