Title: Preparing teachers of color at a predominantly white university: a case study of project TEAM
Abstract: Social justice is prevalent in teacher preparation and encompasses a large body of conceptual and empirical literature. In this manuscript, we provide an overview of theories of justice in teacher preparation, and we review 125 empirical articles published in the U.S. and Canada between 1999 and 2019. In our synthesis, we examine preservice and novice teachers’ opportunities and experiences with learning to teach for social justice. Looking across the literature, we identify themes of identity, tensions between teacher preparation and school contexts, community, resistance, and emotions. We highlight holes and redundancies across the literature, and we conclude with implications and recommendations for advancing the field.
Publication Year: 2000
Publication Date: 2000-05-01
Language: en
Type: article
Indexed In: ['crossref']
Access and Citation
Cited By Count: 43
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