Source: Journal of Teacher Education, Vol. 67(4) 263–276, 2016.
(Reviewed by the Portal Team)
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 selected 23 empirical research articles.
They explored the articles based on their focus, design, and findings as indicated by the authors.
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.
It was found that the majority of the studies were conducted in the United States.
Furthermore, the results reveal that most confined their focus to one course/subject over one semester, within one program, within one institution. The authors argue that such studies are small in scale and not designed to connect directly with a larger program of research outside the specific community of interest of the researcher.
The authors suggest to conduct a research focusing on the pedagogy employed in teacher education, as well as the attitudes/beliefs of teacher educators.