Beyond awareness: Social justice agents and preservice teacher possible selves

被引：1

作者：

Le, Huong Hoang ^{[1
]}

Staley, Bea ^{[2
]}

Shore, Sue ^{[1
]}

Nutton, Georgie ^{[1
]}

机构：

[1] Charles Darwin Univ, Fac Sci & Technol, Ellengowan Dr, Casuarina, NT 0810, Australia

[2] Charles Darwin Univ, Fac Sci & Technol, Ellengowan Dr, Casuarina, NT 0810, Australia

来源：

TEACHING AND TEACHER EDUCATION | 2024年 / 148卷

关键词：

Preservice teacher education; Social justice; Narrative; Possible selves; Classroom readiness; Agents; INCLUSIVE EDUCATION; LEADERSHIP; ATTITUDES; EQUITY; PERCEPTIONS; WORKING; IMPACT; SELF;

D O I：

10.1016/j.tate.2024.104698

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Despite significant inequalities in Australian education, social justice appears absent in recent government reports and low in foreshadowed practical changes to teacher education programs. This study analyzes 13 transcripts from preservice teacher interviews and 94 related university assignments in a four-year Australian teaching degree. Findings revealed social justice as multi-dimensional, including selected group association, fair and equitable treatment, and strategies to achieve inclusion. Such tangible ideas are helpful; however, newly graduated teachers also require progressive exposure to enact these ideas in context to gain confidence and realize the potential inherent in their aspirations to support student inclusion.

引用

页数：11

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