Education Commons^™

Silencing The Critics: A Conceptual Framework In Teacher Preparation For Social Justice, Allison P. Schildts

LMU/LLS Theses and Dissertations

Teacher preparation programs are making concerted efforts to prepare practitioners to transform urban education. Current studies rely heavily on self-reported data with little to no inclusion of the voices of teachers or perceptions of principals. This qualitative case study aimed to fill that gap by exploring how alumni of one social justice–themed University Teacher Preparation Program (UTPP) defined and implemented socially just teaching practices in urban elementary classrooms. Participants included six teacher alumni in their first, second, or third year of teaching, two supervising principals, and one UTPP staff member. Methods included semistructured interviews, full-day classroom observations, and a review …