Social Justice Teaching Practices: A Case Study of a Latinx Pre-service Teacher in Urban Schools

Abstract

Teacher education programs (TEPs) prepare educators to provide an environment conducive for student learning regardless of race, class, ethnicity, gender, or socioeconomic status. Drawing from a larger study, this single-unit case study examines the experience of a Latinx pre-service teacher instructor at an urban school. Specifically, we highlight her perceptions as compared to the experiences of her White female counterparts in urban schools. The findings suggest that she appeared to utilize social justice supportive pedagogy to position her interactions with and for students. The implications and recommendations are provided to strengthen the use of social justice approaches in clinical and field experiences.