Learning To See: Teacher Trainees' Journeys through Social Justice Challenges in School Observations

Abstract

Social injustice in education remains a deeply entrenched issue, rooted in systemic inequalities and structural biases. This study investigates how teacher trainees perceive and navigate social justice challenges during structured school observations, with a focus on their professional growth and critical reflection. Using a convenience sample of 65 trainees drawn from a single teacher education institution, a mixed-methods approach was employed, incorporating structured observation templates, narrative accounts, reflective journals, and focus group discussions. The findings reveal recurring themes, including socioeconomic disparities, racial and ethnic discrimination, gender-based inequities, language barriers, and disability-related challenges in classroom settings. Trainees reported a range of emotional responses, from frustration and discomfort to empathy and empowerment, as they critically examined inequities in resource distribution, pedagogical practices, and student interactions. Their reflections underscore the importance of bridging theory and practice, cultivating empathy, and fostering agency to confront injustice in educational contexts. This study highlights the potential of school observations to enhance social justice awareness among future educators, while also identifying gaps in trainees' capacity to recognise less visible forms of exclusion, particularly disability-related exclusion. It advocates for the integration of critical reflection tools in teacher education programmes, the promotion of mentorship opportunities, and institutional support for addressing systemic inequities. Ultimately, the research contributes to the evolving discourse on Social Justice in Teacher Education (SJTE), emphasising the role of experiential learning in preparing socially conscious educators committed to equity and inclusion. As the sample was drawn from a single institution using non-probability sampling, findings are context-specific and are not intended to generalise beyond similar teacher education settings.