Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/17321
Title: Evaluation of the Learning to Teach for Social Justice-Beliefs Scale in an Australian context
Contributor(s): Ginns, Paul (author); Loughland, Anthony (author); Tierney, Robert J (author); Fryer, Luke (author); Amazan, Rose (author); McCormick, Alexandra (author)
Publication Date: 2015
DOI: 10.1080/07294360.2014.956701
Handle Link: https://hdl.handle.net/1959.11/17321
Abstract: A concern for social justice pervades the espoused curriculum of many pre-service teaching programmes, but the extent to which that curriculum influences the beliefs students hold is an open question. With the goal of developing an instrument suitable for evaluating such beliefs at the degree programme level, the present study analysed responses to the Learning to Teach for Social Justice-Beliefs (LTSJ-B) Scale (Enterline, S., Cochran-Smith, M., Ludlow, J.H., & Mitescu, E. (2008). Learning to teach for social justice: Measuring change in the beliefs of teacher candidates. The New Educator, 4, 267-290. doi:10.1080/ 15476880802430361) from 304 Australian pre-service teachers. Exploratory factor analysis and Rasch analysis both indicated a two-factor structure, driven by a methodological artefact of item valence. We conclude from these findings that a short, five-item version of the LTSJ-B Scale would suitably balance psychometric and pragmatic considerations, in the broader context of working within an institutionally aligned system of teaching evaluation with multiple levels.
Publication Type: Journal Article
Source of Publication: Higher Education Research and Development, 34(2), p. 311-323
Publisher: Routledge
Place of Publication: London, United Kingdom
ISSN: 0729-4360
1469-8366
Field of Research (FOR): 139999 Education not elsewhere classified
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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