Abstract
This article examines preservice teachers' attitudes and beliefs about teaching for social justice. Students responded to a given prompt pertaining to social justice, and then completed The Learning to Teach for Social Justice – Beliefs Scale. This instrument consisted of 12-point Likert Type scale items. A mixed method approach was used to collect and analyze thedata focusing on descriptive statistics for the quantitative aspect and emerging themes for thequalitative. Results indicate that preservice teachers clearly displayed and articulated a good understanding of what it means to teach for social justice.
Recommended Citation
Vaughan, Winston E.
(2022)
"Preparing to Teach for Social Justice: An Analysis of Preservice Teachers' Beliefs,"
Teacher Education Journal of South Carolina: Vol. 16:
No.
1, Article 3.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol16/iss1/3