ERIC Number: EJ855586
Record Type: Journal
Publication Date: 2009-Oct
Abstractor: As Provided
Reference Count: 41
Making Sense of Pre-Service Teachers' Dispositions towards Social Justice: Can Teacher Education Make a Difference?
Critical Studies in Education, v50 n3 p277-288 Oct 2009
Given Australia's diverse student population, the need for pre-service teacher education to prepare what is a predominantly Anglo-Australian and middle-class profession to be effective teachers of diverse students is critical. In Lortie's (1975) classic study, however, he argues that the predispositions of teacher education students are a much more powerful socialising influence than pre-service education. This article explores dispositions towards social justice in pre-service teachers from two teacher education programs within one Australian metropolitan university. Drawing on notions of distributive, retributive and recognitive justice (Gale & Densmore, 2000) as a way of making sense of socially just dispositions, interviews with four pre-service teachers--two beginning their Graduate Diploma in Education program (a one year program) and two beginning their final year of the Bachelor of Education program (a four year program)--are analysed. Differences in the dispositions of teachers from the two cohorts are examined and implications for teacher education discussed.
Descriptors: Social Justice, Cultural Differences, Preservice Teachers, Student Attitudes, Preservice Teacher Education, Graduate Students, Undergraduate Students, Interviews, Foreign Countries
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Australia