Little is known about the kind of learning that occurs when teachers' professional development is situated at the intersection between university coursework, school practices and the lived realities of local communities. This study explores five years of data from a graduate seminar for inservice teachers, which examines how schools are situated…

This paper presents findings of an induction year study of teachers trained in a graduate level social justice teacher education program. At the conclusion of the one-year intensive teacher preparation program, students participated in self-directed group study projects in which they identified and researched critical questions and issues related…