Moving toward a Comprehensive Program of Critical Social Justice Teacher Education: A QuantCrit Analysis of Preservice Teachers’ Perceptions of Social Justice Education

Meredith L. Wronowski, Brittany A. Aronson, Ganiva Reyes, R. Radina, Katherine E. Batchelor, Rachael M. Banda, G. Rind
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Abstract

Abstract This study utilizes a QuantCrit framework to accomplish three goals: (1) describe a curricular and pedagogical redesign of teacher education courses grounded in social justice teaching (SJT), (2) discuss a Critical Social Justice Teaching instrument we used to measure attitudes and behaviors of preservice teachers (PSTs) as a result of these changes, and (3) present a quasi-experimental analysis to show changes in PSTs’ CSJ dispositions following engagement in our redesigned coursework and teaching efforts. Significant changes in PSTs’ CSJs’ dispositions were observed after completion of a single redesigned course and increased minimally after completing additional courses. However, changes were related to PSTs’ identity characteristics including race, gender, and religious practice.
迈向批判性社会正义教师教育的综合计划:职前教师对社会正义教育的看法的量化分析
本研究利用QuantCrit框架来实现三个目标:(1)描述了基于社会公正教学(SJT)的教师教育课程的课程和教学的重新设计;(2)讨论了我们用来测量职前教师(pst)的态度和行为的关键社会公正教学工具,以及(3)提出了一个准实验分析,以显示在参与我们重新设计的课程和教学工作后,pst的CSJ倾向的变化。在完成一门重新设计的课程后,观察到pst的CSJs性格发生了显著变化,在完成额外课程后,这种变化最小。然而,这些变化与pst的身份特征有关,包括种族、性别和宗教习俗。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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