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“Teachers are works in progress”: A mixed methods study of teaching residents’ beliefs and articulations of teaching for social justice
ARTICLE

, University of New Hampshire, United States ; , , Teachers College, United States

TATE Volume 59, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Teacher candidates’ beliefs about teaching for social justice affect the ways in which they act with students, schools, and communities. There is a growing body of research on teacher candidates’ beliefs of teaching for social justice, however there is limited research on larger samples over the course of teacher preparation. This mixed method study examines the beliefs and articulations of teaching for social justice of two cohorts of teaching residents who completed an urban teacher residency program. Findings suggest that residents developed nuanced ways of articulating and generally left the program endorsing ideas related to teaching for social justice.

Citation

Reagan, E.M., Chen, C. & Vernikoff, L. (2016). “Teachers are works in progress”: A mixed methods study of teaching residents’ beliefs and articulations of teaching for social justice. Teaching and Teacher Education: An International Journal of Research and Studies, 59(1), 213-227. Elsevier Ltd. Retrieved October 23, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.05.011

Keywords