ABSTRACT
In this chapter, we discuss the goals and practices that have been commonly associated with pre-service teacher education programs that emphasize the preparation of teachers who will work in and outside their classrooms for greater educational, economic, and social justice. Following this discussion, we illustrate the ways in which social justice-oriented pre-service teacher education programs have been implemented by presenting brief descriptions of the goals and practices in three teacher education programs in Canada, the United States, and Brazil. Finally, we examine several aspects of current practice that we think need more attention by teacher educators who identify with a social justice agenda.
