Teacher Preparation for Social Justice: A Qualitative Metasynthesis of Teacher Educator Self-Studies Focused on Social Justice

• In Event: Racial Identities, Social Justice, and Activism in the Self-Studies of Teacher Educators

Abstract

While the need to prepare teacher candidates with a social justice lens and teaching practices is discussed in the teacher education literature, the predominant focus is on teacher candidate learning and not teacher educators. This qualitative metasynthesis brought together the findings across teacher educator self-studies centered on teacher preparation for social justice. Our research is guided by the question, What insights emerge about the facilitation of teacher candidate learning around social justice/equity by examining teacher educator self-studies? Findings are organized into three building blocks of teacher educator practice for social justice —1) the centrality of TE identity and positioning, 2) deliberate creation of a classroom environment , and 3) innovative pedagogy for teacher candidate learning.

Authors

• Jennifer Jacobs, University of South Florida

• Jennifer Iris Perez, University of South Florida - Tampa