Teacher educators’ understanding of and activities for preparing preservice teachers to Teach for social transformation in K-12 educational settings

This study explores teacher educators' (TEs) understanding of and pedagogical activities for preparing preservice teachers to teach for social transformation in K-12 educational settings. The participants were 17 TEs at a university-based teacher education program in the United States. Data were interviews, teaching artifacts, and observations. Using ideology-in-pieces framework (Philip, 2011), TEs' complex sensemaking and their enactments are analyzed focusing on cognitive, social and structural dimensions. The analyses reveal TE's uneven attention to structural dimension as well as the roles of their professional interactions and membership. Implications for providing programmatic, intentional, and coordinated experiences for preservice teachers are discussed.