Beginning teachers’ narratives, coping with social justice

ABSTRACT

As global migration increases, teachers increasingly need to cope with the difficulties of immigrant students. Using the narratives of beginning teachers, we focus on two main questions: What process do beginning teachers undergo in coping with injustices committed against their students? And how do they act in cases of social injustice that arise in their work? The narrative inquiry on which this article is based helps to gain a better understanding of beginning teachers’ social justice experiences and perceptions. Findings point to a process of critical reflection on exclusion and inclusion which prompts action for social justice on two levels: individual and school system. The article sheds light on the contribution of beginning teachers’ narratives to understanding the notion of social justice, and its significant implications for teacher education.

KEYWORDS:

• Migration
• teacher induction
• narrative inquiry
• social justice
• critical reflection and actions

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Nurit Dvir

Dr. Nurit Dvir holds a PhD in Education, Hebrew University of Jerusalem. A senior lecturer in the Kibbutzim College of Education, Tel Aviv, As well as teaching and mentoring teacher educators' professional development in Moffet-Academic Institute. Using narrative research of life stories her papers focus on constructing professional identity in teacher education: pre-service students; novice teachers and teacher educator.

Orna Schatz-Oppenheimer

Prof. Orna Schatz-Oppenheimer holds a PhD from the Hebrew University of Jerusalem in Educational Psychology. She was lecturer in the Education Department in the Hebrew University, and in M. ed David Yellin Academic College. She conducts and develop the program of mentoring for novice teacher in academic colleges in Israel. She also conducts a program for israeli Ethiopian students. She is engaged in qualitative research, specializes in narrative of beginning teachers and professional identities. Published books and articles.