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Teacher Autonomy and Social Justice in the Pre-Service Teacher Preparatory Coursework A Case Study of Empire State University’s MAT Teacher Preparatory Program
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2025
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dissertation
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This single embedded case study analyzed the contents of syllabi, University documents, marketing materials, interviews and questionnaires of Empire State University’s Masters of Teaching programs that provides education to preservice teachers to better understand how social-justice oriented and transformative practices were conceptualized while developing the preservice teacher’s sense of teacher autonomy in the classroom. The variety of courses offered and required of the preservice teachers had a profound impact on the students through the variety of topics, assignments, differentiating instructional practices and required and suggested texts. Three significant findings were Pedagogical Integration of Teacher Autonomy and Social Justice, Collaboration but Fragmented Collaboration, Community Building, and Communicating Social Justice and Equity. The analysis and finding found a strong tie between the Strategic Plan of 2024 of Empire State University and the coursework and perceptions of the preservice teacher students graduating from Empire State University. The findings show that Empire State University values the need for today’s teachers to have the skills needed for autonomy in the classroom while providing these same students with the practical skills and knowledge to meet the needs of the increasingly diverse classrooms while also complying with the New York State Teaching Standards.