ERIC Number: EJ1430039
Record Type: Journal
Publication Date: 2024
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2050-7003
EISSN: EISSN-1758-1184
Whole-Institution Approach to Social Justice Education for Preservice Teachers
Journal of Applied Research in Higher Education, v16 n4 p1069-1080 2024
Purpose: This study used the design process (analysis, development, and evaluation) to understand and refine the process, dimensions, and outcomes of a multi-year, whole-institution approach to social justice education for preservice teachers (PSTs) at one institution. The authors used shared governance to establish a cross-disciplinary faculty-student learning community and provided interdisciplinary social justice learning opportunities to PSTs across multiple years. These were delivered using high-impact practices such as community-engaged learning and ePortfolios. Design/methodology/approach: The authors used formative data to examine and refine this study's program design. The authors assessed engagement within and across the components of the whole-institution approach and the impact on, and change in, social justice learning and orientation for PSTs. Findings: Findings showed deepened engagement within and across the components of the whole-institution approach, however, committee representation, opportunities for interdisciplinary collaboration, and coordinated field experiences are areas that can be strengthened. All PSTs demonstrated an understanding of the connections between annual social justice foci and teaching practices, and some documented growth in social justice awareness over time. The authors found more clarity is needed around archiving and keeping social justice event reflections in the ePortfolio each year. Originality/value: This study adds to the existing literature by using the design process to refine the development of a whole-institution social justice education program for PSTs.
Descriptors: Preservice Teachers, Social Justice, School Activities, Learner Engagement, Training, Program Effectiveness, Communities of Practice, College Faculty
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A