ERIC Number: EJ1111013
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4871
EISSN: N/A
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.
Descriptors: Social Justice, Outcomes of Education, Teacher Role, Teacher Attitudes, Preservice Teacher Education, Service Learning, Field Experience Programs, Student Diversity, Student Attitudes, Attitude Change, Educational Change, Educational Research, Foreign Countries, Literature Reviews
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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