“I Can't believe I said that”: An analysis of preservice teacher ideological transformation in a social-issues-in-education course

Magill, Kevin Russel

doi:10.1016/j.tate.2023.104046

Cited by 5 publications

(2 citation statements)

References 55 publications

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“…When teachers understand how power informs social relations, they often adopt ideologies that make them more attuned to issues of cultural relevance and engage in more active, diverse civic learning opportunities (Kahne & Sporte, 2008). Seeing and critiquing power relations in teacher education and with students often leads to more critical and transformational teaching and learning experiences (Magill, 2023; Parkhouse, 2018). These joint interrogations of power tend to help participants nuance their thinking about the social world and the realities of learning in and beyond the classroom (Cohen et al, 2018).…”

Section: Ideology Identity and Privilegementioning

confidence: 99%

Examining the Complexity of Pre-Service Social Studies Teacher Dispositions: Ideology, Experience, and Privilege

Magill

2023

The Journal of Social Studies Research

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In this piece, the author examined the impact of ideology, experience, and privilege on pre-service Social Studies teacher disposition. Findings suggest that participants conceptually understood injustice and began to critique social antagonisms like whiteness and class. However, they continued reinforcing raced and classed ideologies in their interactions with those outside their group. When faced with the cognitive dissonance between stated ideology and their privileged position, the more liberal participants re-narrativize their political stances to adopt more critical ideological worldviews while maintaining their privileged identities. More conservative participants disassociated themselves from more extreme aspects of U.S. conservative political ideology. Both groups maintained the ideologies that provided justification for social hierarchy. Upbringing/identity, understandings of power/hierarchy, emic cultural understandings, and a desire to live one’s ideology, or not, beyond the classroom, informed participant decition making.

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Section: Ideology Identity and Privilegementioning

confidence: 99%

Examining the Complexity of Pre-Service Social Studies Teacher Dispositions: Ideology, Experience, and Privilege

Magill

2023

The Journal of Social Studies Research

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“…The UK's Quality Assurance Agency 2 (QAA) states that educators should have the ability to "recognise and challenge inequalities and social justice" and to embrace "anti-bias and anti-oppressive approaches" (QAA, 2022, p.24). Indeed, research shows that where social justice is included in ITE programs, trainees can be supported to challenge their existing worldviews (Magill, 2023), potentially resulting in less stereotyping and blaming (Amatea et al, 2012), and greater critical thinking on the subject of inequality and social justice (Colgan, 2022). Despite this, the Initial Teacher Training framework (Department for Education, 2019) and Teachers' Standards (Department for Education, 2021) make scant reference to the specific barriers experienced by children of lower socioeconomic backgrounds, so, in many cases, naïve thinking and misconceptions may go unchallenged before trainee teachers begin applying for jobs (Cochran-Smith & Keefe, 2022;Robson et al, 2021;White & Murray, 2016).…”

Section: Rocking the Boat In Initial Teacher Educationmentioning

confidence: 99%

Biased career choices? It depends what you believe: Trainee teachers' aversions to working in low-income schools are moderated by beliefs about inequality, meritocracy, and growth mindsets.

Doyle,

Easterbrook

2023

Preprint

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Schools that serve diverse and low-income communities tend to have disproportionately high numbers of low-quality or inexperienced teachers, thereby creating an inequality of access to high-quality teaching. Across two pre-registered experiments and one exploratory survey (Ntotal = 956), we investigated the factors associated with trainee teachers’ bias in school choices, and the role of teacher education in mitigating this issue. In studies 1 and 3, trainee teachers demonstrated a preference for working in a school with average (vs. diverse/low-income) demographics, even though all other aspects of the school were equal. These disparities were most pronounced when trainees more strongly believed that a) educational inequality can be attributed to controllable factors; b) intelligence is fixed, and c) schooling is truly meritocratic. In Study 2, we also found that levels of equity-related input during initial teacher education vary hugely, but that, where implemented, it can better prepare trainees for the challenges associated with teaching in diverse and low-income communities. Finally, Study 3 revealed tentative evidence to suggest that a brief intervention that challenges teachers to think beyond the internal causes of inequality could reduce some of these troubling disparities.

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The rise of for-profit teacher preparation programmes: investigating career outcomes for novice teachers

Edwards,

Magill

2024

Educational Review

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“I Can't believe I said that”: An analysis of preservice teacher ideological transformation in a social-issues-in-education course

Cited by 5 publications

References 55 publications

Examining the Complexity of Pre-Service Social Studies Teacher Dispositions: Ideology, Experience, and Privilege

Examining the Complexity of Pre-Service Social Studies Teacher Dispositions: Ideology, Experience, and Privilege

Biased career choices? It depends what you believe: Trainee teachers' aversions to working in low-income schools are moderated by beliefs about inequality, meritocracy, and growth mindsets.

The rise of for-profit teacher preparation programmes: investigating career outcomes for novice teachers

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