A Teacher Education Program for Social Justice requires the design of collaborative and reflective learning experiences that foster political commitment towards the improvement of life opportunities for students and society as a whole. The framework suggests a new approach in teaching and learning that enhance the development of all students. This article engages with issues of content and methodology for a program of this nature, while offering strategies for the professional development of teachers, so that they can become true change agents both in and outside schools.
Teacher education, Social justice, Educational Change, School Improvement, Inquiry, Community Service Learning, Collaboration.
Krichesky, G. J., Martínez-Garrido, C., Martínez-Peiret, A. M., García Barrera, A., Castro A. y González, A. (2011). Hacia un Programa de Formación Docente para la Justicia Social. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 9 (4), pp. 63-77.
http://www.rinace.net/reice/numeros/arts/vol9num2/art3.pdf. Consultado el (Fecha).