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作者

Bettie Ray Butler, Heather Coffey, Jemimah Lee Young

来源

URBAN EDUCATION,Vol.56,Issue2,P.193–227

语言

英文

关键字

作者单位

1The University of North Carolina at Charlotte, NC, USA;2University of North Texas, Denton, TX, USA

摘要

The effects of professional teacher dispositions on student development have been widely documented. Yet there is limited discussion of the impact of socially just dispositions. The present study critically examines the relationship between justice-oriented mind-sets in preservice teachers and their perceptions of teaching in urban schools. Using critical interpretive case study, we analyze a series of journal reflections from a diverse group of prospective teachers to determine whether exposure to service-learning opportunities within an urban school influenced their views about urban schools and students. As a result of the findings from the study, recommendations for teacher education are addressed.