| This participatory action research is a self-study that explores and describes what learning and teaching for social justice means to preservice teachers and a university supervisor, how mutual learning or resistance occurs in the context of supervision for social justice, and what I learned, as a future teacher educator, about myself and about preparing preservice teachers to teach for social justice.;Self-study was used to improve my supervisory theories and practices so that I can be better equipped as a future teacher educator. Critically scrutinizing my own supervisory practices provided the basis for constructing suggestions for other teacher educators who strive to prepare student teachers to become social justice educators.;The perspectives that guided me in this self-study inquiry were socio-cultural theory, critical feminist perspectives, and poststructuralist theories. Data collection included interviews, observations, and documents analysis. All informal and formal conversations were audiotaped and transcribed, and my participants' course assignments, lesson plans, reflective journal writings, writings from their electronic portfolios, and e-mail messages were collected and analyzed.;From autumn quarter 2003 through spring quarter 2004, I worked with six student teachers. My differentiated supervisory approaches for social justice had varied influences on my participants' understandings and teaching practices about social justice. However, there are still many spaces for all of us to grow. I hope this study can contribute to raising attention to the potential significance of the supervisor's role in constructing social justice for all children. |
