International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Mills Carmen
Page 1/1
4 items
1
This paper describes a systematic review to critically analyze empirical research conducted in the field of social justice and teacher education and published in peer-reviewed journals within the last 10 years. The authors found that the broad foci of this research could be represented by four themes: understandings of social justice and attitudes to diversity, changes in beliefs, field experience and service learning, and innovations and challenges in teacher education.
Published: 2016
Updated: Aug. 12, 2018
2
The current paper illustrates and theorises change in two Australian teachers’ dispositions towards social justice over time from a Bourdieuian perspective. The interviews with the two participants over a two-year period provide evidence of change in their dispositions towards social justice. By the end of their first year of teaching, there is evidence that both experienced change in their dispositions towards social justice. There is clear movement towards social democratic or difference models of redistributive justice. Within this movement is a growing recognition of the appropriateness of the )re)distribution of different social goods for different people rather than a quest for sameness. This dispositional change took place at the same time as the two participants were developing competence as beginning teachers.
Published: 2013
Updated: Oct. 19, 2014
3
This paper explores Australian pre-service teachers' beliefs about and attitudes towards diversity. The authors rely on Garmon's argument that there are three dispositional factors that influence students' likelihood of developing multicultural awareness and sensitivity in teacher education programmes. Hence, the authors examine the relationship between such dispositions as exhibited in students' autoethnographic work.
Published: 2010
Updated: Aug. 03, 2010
4
The literature on teacher education shows that historically, teacher education programs have aimed to address diversity with add-on or piecemeal approaches, with little success (McDonald, 2005). Moreover, some authors (e.g. Lortie, 1975) have argued that “the predispositions teacher education students bring to teaching are a much more powerful socializing influence than either pre-service education or later socialization in the workplace” (Johnson, 2002, p. 154). This article investigates research and scholarship in this area.
Published: 2008
Updated: Feb. 02, 2009