Learning to Teach for Social Justice as a Cross-Cultural Concept: Findings From Three Countries

• In Event: Roundtable Session 91
  In Roundtable Session: How Do We Reconcile NCATE (National Council for Accreditation of Teacher Education) and Social Justice (Broadly Defined)?

Abstract

This paper represents the fourth in a series of investigations on a 12-item scale that assesses “Learning to Teach for Social Justice—Beliefs” as a valid measure and legitimate outcome of teacher education. This paper presents findings from three countries: United States, New Zealand, and Ireland. Findings support the idea that the beliefs of teacher candidates from entry into their respective programs to graduation becomes stronger, less uncertain, and more consistent with the objective of learning to teach for social justice. Findings support the scales’ invariance and utility across a global context, and demonstrates the essential role that teacher education is playing in the changing roles of teachers to address the needs of all pupils and challenge social inequities.

Authors

• Marilyn Cochran-Smith, Boston College

• Larry H. Ludlow, Boston College

• Fiona Ruth Ell, University of Auckland

• Michael O'Leary, St. Patricks College

• Sarah Enterline, K12 Insight