“We Were Ready. . . But Not for This”: Novice Teachers Reclaiming Purpose Through Critical Professional Learning (Stage 1, 12:08 PM)

• In Event: e-Lightning Ed-Talk Session 17 - Stage 1

Abstract

In the current U.S. climate, where equity in education is increasingly contested, novice teachers (NT) are often left to reconcile justice-oriented ideals with restrictive classroom environments. This study implements Critical Participatory Action Research (CPAR) to examine NTs’ navigation of emotional, cultural, and political demands in real-world classrooms upon completion of justice-oriented preparation programs. While such programs introduce concepts of equity and inclusion, many NTs struggle to enact these commitments in practice. Findings reveal that justice-oriented pedagogy is not merely a cognitive stance but a deeply relational and affective practice, sustained through vulnerability, trust, and community. Through this lens, we reimagine teacher preparation as an ongoing, collective process that supports NTs in translating social justice commitments into meaningful classroom practice.

Authors

• Brianna C. Connors, University of South Florida

• Amanda M. Mirabella, University of North Carolina Asheville