Disposition and Early Childhood Education Preservice Teachers: A Social Justice Stance

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Author(s): Ursula Thomas (Georgia State University-Perimeter College, USA)
Copyright: 2019
Pages: 17
Source title: Early Childhood Development: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-7507-8.ch066

Keywords: Education / Information Science Reference / K-12 Education / Sociology

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Abstract

This study sought to investigate the development of social justice dispositions in early childhood preservice teachers. The participants of the study included two preservice teachers assigned to a four-week prekindergarten field experience, one Black and the other White, both female. This was a qualitative study utilizing observational case study methods and open coding. Data were collected using the Cultural Fluency Survey, the annotated lesson plans of the preservice teachers, and the reflective journal the kept; as well as the recorded responses of the prekindergarten students during the literature lesson in pictorial form. The researchers found the early childhood preservice teachers who participated in this study exhibited strong social justice dispositions in development. The current study may help teacher educators consider what areas of the early childhood program could be changed to equip relevant preservice teachers with multiple opportunities and field placement.

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Disposition and Early Childhood Education Preservice Teachers: A Social Justice Stance

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