Beginning Teachers' Narratives, Coping with Social Justice

Autor/inn/en	Dvir, Nurit; Schatz-Oppenheimer, Orna
Titel	Beginning Teachers' Narratives, Coping with Social Justice
Quelle	In: European Journal of Teacher Education, 43 (2020) 3, S.318-332 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2019.1691991
Schlagwörter	Beginning Teachers; Coping; Immigrants; Personal Narratives; Social Justice; Teacher Student Relationship; Educational Practices; Inclusion; Social Isolation; Teacher Education Programs; Teacher Attitudes; Teaching Methods; Difficulty Level; Foreign Countries; School Culture; Refugees; Social Integration; Elementary Secondary Education; Israel + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Bewältigung; Immigrant; Immigrantin; Immigranten; Erlebniserzählung; Soziale Gerechtigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungspraxis; Inklusion; Soziale Isolation; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Schwierigkeitsgrad; Ausland; Schulkultur; Schulleben; Flüchtling; Soziale Integration
Abstract	As global migration increases, teachers increasingly need to cope with the difficulties of immigrant students. Using the narratives of beginning teachers, we focus on two main questions: What process do beginning teachers undergo in coping with injustices committed against their students? And how do they act in cases of social injustice that arise in their work? The narrative inquiry on which this article is based helps to gain a better understanding of beginning teachers' social justice experiences and perceptions. Findings point to a process of critical reflection on exclusion and inclusion which prompts action for social justice on two levels: individual and school system. The article sheds light on the contribution of beginning teachers' narratives to understanding the notion of social justice, and its significant implications for teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01