A Study of Social Justice for Teacher Education: Pre-service Teachers’ Perception and Willingness

• Main Authors: Liou, Guan-Kuei, 劉冠逵
• Other Authors: Sun, Chih-Lin
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/m75f3q

碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 107 === This study attempts to explore the status of pre-service teachers’ perception and willingness towards social justice education, and analysize their relationships. It hopes to provide some recommendations for teacher education institutions and pre-service teachers. It adopts the questionnaire survy method. The survey subjects are pre-service teachers who study in teacher education institutions. It distributs 497 questionnaires in total, among which there are 419 questionnaires valid with the availability rate of 84.3%. The data is analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson correlation, and multiple regression analysis. The main findings of this study are as follows: 1. Pre-service teachers’ perception for social justice education (1) Pre-service teachers have a middle-high degree of perception for social justice education, the perceptions of rural education and equal educational opportunities issues are higer than others. (2) There are significant differences in pre-service teachers’perception of social justice education due to various grade, especially on the perceptions of equal educational opportunities and educational resource allocation issues. (3) There are no differences in pre-service teachers’perception of social justice education due to various gender, place of birth, professional background and teacher education institution. 2. Pre-service teachers’ willingness to engage in social justice education (1) Pre-service teachers have a high degree of willingness to engage in social justice education. (2) There are significant differences in pre-service teachers’ willingness to engage in social justice education due to various gender, place of birth, grade, and professional background, especially on the willingness to engage in equal educational opportunities, multiculturalism and rural education issues. (3) There are no differences in pre-service teachers’ willingness to engage in social justice education due to various teacher education institution. 3. The relationship between pre-service teachers’ perception and willingness towards social justice education (1) There are positive middle-high correlations between pre-service teachers’ perception and willingness towards social justice education. (2) The perception of pre-service teachers’ towards social juctice education has a positive predictive power on their willingness to engage in social justice education, especially on willingness to engage in equal educational opportunities issue is most important. (3) Pre-service teachers’ willingness to engage in social juctice education has a positive predictive power on their perception towards social juctice education, and has a middle predictive power.