Lessons Learned From Social Justice Assignments in Elementary Teacher Preparation: Where Do We Go Now?

• In Event: Teacher Education for Cultural Diversity and Social Justice: Insights From Multiple Methods

Abstract

This mixed-methods study examines the evidence of social justice teaching practices in two different cohorts of initial teacher certification elementary education candidates, one traditional undergraduate and the other students in an alternative graduate program. Candidates created integrated units infused with social justice practices for their writing methods course. Results indicate a greater breadth and depth of social justice practices exhibited by the older, more diverse, cohort of candidates. The findings suggest more explicit guidance may be needed to support teacher candidates as they attempt the complex work of planning for instruction both aligned to standards and incorporating social justice education.

Authors

• Karyn A Allee, Mercer University

• Rebecca Buchanan, University of Maine

• Annemarie B. Kaczmarczyk, SUNY - College at Cortland

• Erica Warren

• Danielle Gabrielli, University of maine