Preservice Teachers' Perspectives on Their Preparation for Social Justice Teaching

Abstract

This study investigates preservice teachers' perspectives on their preparation to use social justice teaching in rural schools, how they implemented the concept in their classrooms, and the challenges they faced. The findings suggest that even though coursework may have prepared the participants to integrate social justice principles and practices into teaching, participants faced significant institutional factors that constrained their efforts to integrate culturally relevant practices in their teaching.

Key words:

• diversity
• educational reform
• English language learners
• rural education
• social justice teaching
• teacher education/certification