Developing socially just dispositions in pre-service and beginning teachers: Findings from the first year

摘要: This paper reports on findings from the first year of a research project that aims to explore role pre-service teacher education plays in influencing attitudes towards social justice and diversity beginning teachers. The involves 24 teachers total; 12 whom are enrolled Graduate Diploma Education (Secondary) degree, while another undertaking their final Bachelor degree one Australian metropolitan university 2008. study explores changes dispositions over time; factors appear be critical development socially just these While longitudinal nature this means analysis cannot yet focused specifically toward time teachers, draws excerpts interviews conducted with four (two each program) after program or provide interesting baseline data against which comparisons may drawn future. Involving two distinct cohorts also opens up possibilities examining differences between students’ dispositions, future, impact different forms considered.