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ERIC Number: ED408270
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 28
Abstractor: N/A
Reference Count: N/A
The Development of Beginning Teachers as Social Justice Educators in the Context of a School-University Partnership.
Cantor, Jim
This case study explored the socialization of four beginning teachers as they engaged in the pre-induction and induction years of professional training. The analysis provided information about what contributes to the development of beginning teachers as they participate in school communities engaged in inquiry, and as they grapple with issues of social injustice. The four case studies were examined in terms of social justice education, attitudes towards the teaching profession, why the participants wanted to become teachers, their development as social justice educators, support, collaborative school-university activities, inquiry as a means for school reform and teacher education, constructivist pedagogy, and collaboration. Preliminary findings suggested that the guiding teachers and student teaching experience are seen by novice teachers as major influences. Also, findings indicated that issues of survival are much more important to these beginning teachers than social justice education. (Contains 23 references.) (ND)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A