Teacher education in and for social justice. An ethnographical research

Abstract

Training future teachers that are able to respond to the needs of social justice at school is a challenge in Higher Education. This article aims to identify the actions carried out by university professors to train future teachers capable of responding to the needs of all students. The study is based on a critical ethnographic investigation with three professors and 300 students on the Primary Education Degree at the University of Zaragoza. Life story methods, participant observation in the university classroom and document analysis have been the methods that have been used. The results highlight two basic actions that university professors carry out to train future teachers capable of responding to the needs of all students. (1) Dialogue around scientific knowledge based on students' experiences. (2) Deconstruction and reconstruction processes during teaching / research. Finally, the article discusses the value of the connection between research and teaching to enable the empowerment of future and future teachers to respond to the needs of the current school from social justice.