Document Type

Article

Language

eng

Format of Original

14 p.

Publication Date

5-2010

Publisher

SAGE Publications

Source Publication

Journal of Teacher Education

Source ISSN

0022-4871

Abstract

This essay, drawn from theory, research, and the author’s practitioner research as a teacher educator, proposes a framework to inform teacher educators’ conceptualization and implementation of socially just teaching. The framework suggests that building on dispositions of fairness and the belief that all children can learn, a socially just teacher will engage in professional reflection and judgment using both an individual and a structural orientation to analyze the students’ academic difficulties and determine the cause and the solution to those difficulties, realizing that both individual and structural realities affect students’ learning. The essay then suggests how this individual and structural framework can inform the content and teaching strategies teacher educators use to instruct preservice teachers in socially just education. Finally, recommendations for research and dialogue in the teacher education community are suggested.

Comments

Accepted version. Journal of Teacher Education, Vol. 61, No. 3 (May/June 2010): 197-210. DOI. © SAGE Publications 2010. Used with permission.

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