A Preliminary Survey Examining Pre-Service Teachers’ Dispositions towards Social Justice in India

Abstract

Teacher dispositions play a critical role in enabling teachers to embrace social justice praxis and ensure equitable educational outcomes for marginalized students. Teacher education programs thus have a formidable challenge to develop the social justice dispositions in pre -service teachers. This mixed-methods study examines pre-service teachers' dispositions in the first year, final year, and one year out of a teacher education program at two colleges in a university in Delhi, India. In phase 1 of the study, a survey has been designed to examine five dispositions in pre-service teachers: Awareness of diversity, Critical self-reflection, Sense of preparedness for diverse classrooms, Challenging status-quo, and Advocacy orientation for social justice. Findings from the pilot survey conducted with 100 pre-service teachers will be presented.