Social justice perceptions, and practices: Turkish teachers’ perspectives

Öngel G., TABANCALI E.

Teaching and Teacher Education, cilt.155, 2025 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 155
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1016/j.tate.2024.104901
  • Dergi Adı: Teaching and Teacher Education
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, Periodicals Index Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo
  • Anahtar Kelimeler: Social justice, Teachers' social justice perceptions, Teachers' social justice practices
  • Yıldız Teknik Üniversitesi Adresli: Evet

Özet

The main focus of this research was to ascertain how social justice expectations are met by in-service teachers. For this purpose, their perceptions and practices regarding social justice were investigated by applying a qualitative approach and a phenomenology model, and the data were analyzed using content analysis. Semi-structured interviews were conducted with 40 teachers in Türkiye to reveal their views on social justice issues. The data expose how teachers interpret the sources and consequences of inequality, as well as the limitations in their understanding. This paper discusses the implications of the findings on social justice teaching practices, and teacher education.