Preparing Pre-service Teachers to Teach for Social Justice and Social Change

By Andrea Bartlett.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

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

The International Journal of Learning, Volume 15, Issue 12, pp.37-44. Article: Print (Spiral Bound). Article: Electronic (PDF File; 529.829KB).

Dr. Andrea Bartlett

Professor, Department of Curriculum Studies, University of Hawai‘i at Mānoa, Honolulu, USA

Dr. Andrea Bartlett teaches undergraduate and graduate literacy education courses at the University of Hawai’i at Mānoa. She holds a Ph.D. in Elementary Education from Arizona State University, specializing in Reading and Multicultural Education. Her research focuses on ways to improve teacher education through critical pedagogy and technology integration. In addition to Learning Conference 2008, she enjoyed presenting papers at Learning Conference 2002 (Beijing) and 2004 (Havana).


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