Ginns, Paul

Loughland, Anthony

Tierney, Robert J

Fryer, Luke

Amazan, Rose

McCormick, Alexandra

2015

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.

Higher Education Research and Development, 34(2), p. 311-323

1469-8366

0729-4360

https://hdl.handle.net/1959.11/17321

en

Routledge

Evaluation of the Learning to Teach for Social Justice-Beliefs Scale in an Australian context

Journal Article

Publication