This self-study examined an innovative methods course designed to prepare pre-service teachers to understand and teach for social justice. Three professors—one literacy, one social studies, and one visual arts—integrated their methods courses around the theme of civil rights. As an assignment for the three courses, 17 pre-service teachers planned and taught 8-lesson social justice units in their field placements. Pre-service teachers’ responses to a Likert-scale survey indicated all aspects of the course helped them plan and teach their units. A qualitative survey showed students saw the value of integrating content areas with literacy, but felt time constraints. Critical analysis of the weekly journal I kept as the literacy professor showed I could have done more to emphasize social justice issues over technical aspects of teaching.
|Keywords:||Pre-service Teachers, Teacher Education, Critical Literacy, Self-study|
Professor, Department of Curriculum Studies, University of Hawai‘i at Mānoa, Honolulu, USA
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