Abstract
In this longitudinal interpretative case study, researchers examined the beliefs and practices of five beginning social studies teachers who identified as justice-oriented from urban teacher preparation program to their fourth year in the classroom. The researchers found that each teacher had developed different personal definitions of justice based on their backgrounds and lived experiences. While the teachers’ justice beliefs remained relatively stable, or grew stronger, through the 5 years of the study, the teachers’ school contexts and curriculum had a major influence on their ability to enact critical social studies practices. Implications for urban teacher preparation and professional development are offered.
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