Graduation Year
2024
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Curriculum, Instruction, and Learning
Major Professor
Jennifer Jacobs, Ph.D.
Committee Member
Jennifer Wolgemuth, Ph.D.
Committee Member
Lauren Braunstein, Ph.D.
Committee Member
Deirdre Cobb-Roberts, Ph.D.
Keywords
community, education, equity, network, social justice-orientation
Abstract
There is a crucial need for social justice-oriented educators in today's classrooms given the growing population of America's multicultural student population. Social justice-oriented teacher preparation programs (TPPs) have contributed significantly to shaping the pedagogies of teacher candidates, better equipping them to serve all students. The transition period following teacher candidates' engagement in the TPPs, however, presents political, contextual, and personal challenges for novice teachers (NTs) dedicated to teaching for social justice. This research presents findings from a critical participatory action research (CPAR) study delving into the experiences of NTs engaged in critical professional learning (CPL). The purpose of this research was to explore the collective and individual sociocultural learning of NTs as they enter the field, empower them to extend the learning initiated in teacher preparation, and achieve change. Implications and recommendations from this research inform strategic implementation of networks. social justice-oriented methods, and inquiry to sustain social justice-orientation, ultimately enhancing students' learning experiences.
Scholar Commons Citation
Connors, Brianna C., "Enhancing Novice Teachers’ Social Justice Practices Through Critical Professional Learning: A Critical Participatory Action Research Study" (2024). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10490
