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Conference Paper: A Preliminary Survey Examining Pre-Service Teachers’ Dispositions towards Social Justice in India
Title | A Preliminary Survey Examining Pre-Service Teachers’ Dispositions towards Social Justice in India |
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Authors | |
Issue Date | 2021 |
Publisher | Comparative Education Society of Hong Kong (CESHK). |
Citation | 2021 Annual Conference of the Comparative Education Society of Hong Kong (CESHK): Geopolitics of Knowledge and Education Policy, Virtual Meeting, Hong Kong, 12-13 March 2021 How to Cite? |
Abstract | Teacher dispositions play a critical role in enabling teachers to embrace social justice praxis and ensure equitable educational outcomes for marginalized students. Teacher education programs thus have a formidable challenge to develop the social justice dispositions in pre -service teachers. This mixed-methods study examines pre-service teachers' dispositions in the first year, final year, and one year out of a teacher education program at two colleges in a university in Delhi, India. In phase 1 of the study, a survey has been designed to examine five dispositions in pre-service teachers: Awareness of diversity, Critical self-reflection, Sense of preparedness for diverse classrooms, Challenging status-quo, and Advocacy orientation for social justice. Findings from the pilot survey conducted with 100 pre-service teachers will be presented. |
Persistent Identifier | http://hdl.handle.net/10722/305576 |
DC Field | Value | Language |
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dc.contributor.author | VERMA, I | - |
dc.date.accessioned | 2021-10-20T10:11:22Z | - |
dc.date.available | 2021-10-20T10:11:22Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | 2021 Annual Conference of the Comparative Education Society of Hong Kong (CESHK): Geopolitics of Knowledge and Education Policy, Virtual Meeting, Hong Kong, 12-13 March 2021 | - |
dc.identifier.uri | http://hdl.handle.net/10722/305576 | - |
dc.description.abstract | Teacher dispositions play a critical role in enabling teachers to embrace social justice praxis and ensure equitable educational outcomes for marginalized students. Teacher education programs thus have a formidable challenge to develop the social justice dispositions in pre -service teachers. This mixed-methods study examines pre-service teachers' dispositions in the first year, final year, and one year out of a teacher education program at two colleges in a university in Delhi, India. In phase 1 of the study, a survey has been designed to examine five dispositions in pre-service teachers: Awareness of diversity, Critical self-reflection, Sense of preparedness for diverse classrooms, Challenging status-quo, and Advocacy orientation for social justice. Findings from the pilot survey conducted with 100 pre-service teachers will be presented. | - |
dc.language | eng | - |
dc.publisher | Comparative Education Society of Hong Kong (CESHK). | - |
dc.relation.ispartof | 2021 Annual Conference of the Comparative Education Society of Hong Kong (CESHK) | - |
dc.title | A Preliminary Survey Examining Pre-Service Teachers’ Dispositions towards Social Justice in India | - |
dc.type | Conference_Paper | - |
dc.identifier.hkuros | 327119 | - |
dc.publisher.place | Hong Kong | - |