Teacher-Educators as Agents for Social Justice and Inclusion: Insights from a Case Study of Teacher Preparation in Sindh, Pakistan

Abstract

This study explores teacher-educators’ perspectives and pedagogical strategies for promoting social justice and inclusion in the Bachelor of Education (B.Ed) Honors Program. The exploratory single case study is guided through Cochran-Smith’s Theory of Teacher Education for Social Justice (2009). The data was collected through semi-structured interviews of eight teacher-educators purposively selected from the Institute of Business Administration University, Sukkur, Sindh. This primary data is further supported by the secondary sourced data collected through document analysis of B. Ed. honors curriculum. Thematic analysis was conducted with member checking and peer debriefing to ensure trustworthiness, rigor, and credibility. The findings highlight teaching methods that embed inclusive education principles in teacher education curricula and integrate social justice practices to shape prospective teachers for inclusive societies. The study recommends integrating social-justice-oriented revisions into accreditation standards, curricula, and professional development to align contextual practices with global initiatives. It provides evidence-based recommendations for policymakers, academicians, administrators, and curriculum developers to revamp teacher education policies aligned with inclusive education goals.

Keywords: Teacher educators; Social justice; Inclusive education; Teacher preparation; B.Ed. (Honors) program; Pedagogical strategies; Case study; Cochran-Smith’s theory; Teacher education for Social Justice