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ERIC Number: EJ1399494
Record Type: Journal
Publication Date: 2023
Pages: 30
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0042-0859
EISSN: EISSN-1552-8340
Theory-Practice Divides and the Persistent Challenges of Embedding Tools for Social Justice in a STEM Urban Teacher Residency Program
Allison Mattheis; Lucrecia Nava; Maria Beltran; Erick B. West
Urban Education, v58 n10 p2407-2436 2023
This study examined how the concept of social justice was operationalized in the university coursework of students enrolled in an urban teacher residency program that aims to diversify the teaching corps and prepare secondary STEM teachers for urban classroom environments. Based on analysis of 39 syllabi and interviews with nine faculty members, we found that challenges in embedding social justice theory with STEM content knowledge were attributable to the lack of a shared definition among program faculty, and external pressures imposed by state teacher credentialing requirements. We conclude with recommendations for practice by suggesting ways that rigorous STEM content knowledge can be combined with locally and historically contextualized social critique and tools for change in order to support teachers in enacting justice-oriented practice in communities.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: N/A