Amy Bacevich, Brandelyn Tosolt, Patricia Bills, Sarah Kasten, David Childs
Abstract
This essay addresses a curricular design for teacher education that endeavors to meaningfully combine practice-based teacher education (PBTE), social justice, and novice teacher development. We describe the curriculum for a one-year teacher education program, embedded in a chronically stressed school district, in which these strands of PBTE, social justice-oriented teaching, and novice teacher development were woven together. The intertwined strands are illustrated with three design choices: a gradual increase of responsibility in fieldwork, focus on specific instructional activities and rehearsal cycles, and close study of dilemmas in teaching. While we highlight certain challenges encountered in implementation, we conclude that novice teachers will be well-started by a coherent curriculum which (1) gradually and strategically increases responsibility as novice teachers develop, (2) emphasizes skillful, responsive use of teaching practices informed by social justice, and (3) grounds the context and purpose of teaching practices in social justice outcomes.
Recommended Citation
Bacevich, A., Tosolt, B., Bills, P., Kasten, S., & Childs, D. (2026). Working toward coherence: Intertwining practice, social justice, and novice teacher development in a teacher education curriculum. Midwest Journal of Education, 3(1). https://doi.org/10.69670/mje.3.1.11
DOI
Corresponding Author
Amy Bacevich, Assistant Professor-Educator, School of Education, University of Cincinnati, 2150B Edwards 1, Cincinnati, Ohio 45771
Email: [email protected]