Improving my professional practice by infusing values of social justice as a teacher educator

English: My dissertation is a reflection on the first cycle of a journey in which I seek to make my practice a living theory by answering the question: How do I improve my professional practice as a teacher educator by infusing it with values of social justice? In undertaking this study I identified four guiding questions: • What is my own understanding of social justice and its values? • Why is it important to influence my practice so as not to be a living contradiction? • How do I improve my own professional practice as a social justice educator for the benefit of my professional growth and development, and that of my students and colleagues? • How can I open up spaces for my students and colleagues to engage in issues of social justice? I employed a living theory approach in conducting this study because it created a space for me in which to improve my practice by embedding it with the values that I cherish. The data collection methods I used included video and audio recordings of my lessons, document analysis, validation group and a journal for personal reflection throughout this process of seeking to improve my practice. The first chapter begins with mapping out some of the concerns and the rationale that led me to conduct this study, while also reflecting on the process of deepening my understanding of social justice. Chapter 2 details my research design and methodology, providing arguments for selecting a living theory approach to improve my practice. In the third chapter, I deconstruct my own socialisation with the aim of understanding the role it plays in shaping both my personal and professional identity. Chapter 3 concludes with a reflection on how my socialisation was contested and how I identified contestation as one of the reasons why I began to value social justice and, eventually, to undertake this study. In the fourth chapter, I contextualise my practice by reviewing various policy documents that inform curriculum development within teacher training and schooling. I further discuss the vision and mission of the University of the Free State as my current employer and explain the implications they have for my practice and curriculum development for the Faculty of Education. Within chapter 4 I also extend my understanding of what it means to teach for social justice by discussing its frameworks and components. The chapter concludes with the argument that teaching is a conscious act that engages students in the type of learning that equips them with knowledge to be specialists in their chosen field of study, while enabling them to realise their citizenry responsibility to become active change agents. Finally, chapter 5 reflects on my first action cycle by identifying concerns regarding my practice, reflecting for action, planning for action and implementing my plan. The chapter concludes by reflecting on the implementation of my first cycle before alluding to some of the implications for teacher education, staff development and schooling.