Unraveling Justice Teacher Education Programs from within: Voices of Institutions, Teacher Educators and Preservice Teachers

• In Event: Sustaining Commitments: Identity and Social Justice in Teacher Education

Abstract

This multiple-case study explored the social justice (SJ) and teacher education (TE) conceptions of institutions, teacher educators, and preservice teachers underlying the pedagogical model of three Chilean SJTE programs. Following a reflective thematic analysis, institutional documents and semi-structured interviews showed institutional commitments to foster recognition and participation, while teacher educators' conceptualizations and alignment to SJ-stances varied based on their role and teaching experiences. Preservice teachers value SJ but note a lack of coherence across courses and believe they lack competences to teach from a SJ-stance. SJTE challenges involve institutional resource scarcity, teacher education collaboration, preservice teachers’ emotional well-being and affectivity. Results underscore the importance of listening to TE actors’ voices to shape coherent SJTE pedagogical models for an anti-DIE era.

Author

• Catalina Cuenca, Universidad Alberto Hurtado