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ERIC Number: EJ1111013
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0022-4871
Social Justice and Teacher Education: A Systematic Review of Empirical Work in the Field
Mills, Carmen; Ballantyne, Julie
Journal of Teacher Education, v67 n4 p263-276 Sep-Oct 2016
Teachers play a crucial role in promoting more equitable educational outcomes for marginalized students from low socio-economic backgrounds. Correspondingly, there is a clear warrant for preservice teacher education to work toward the development of teachers who are socially just in their beliefs and practices. This article comprises a systematic review locating empirical research at the intersection of social justice--as it is variously defined within the literature--and teacher education published in peer-reviewed journals within the last 10 years. We explore the focus, design, and findings of the research identified as a basis for recommending future research in the field. By taking stock of the current state of the field and articulating questions that remain under-researched and research approaches under-utilized, we are better placed to move beyond revisiting familiar research terrain.
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Canada; Ireland; United States
Grant or Contract Numbers: N/A