Leveraging Prior Lived Experiences to Be a Justice-Oriented Teacher

There is an urgent need to better prepare educators to work in and for diverse and equitable schooling contexts. While previous research highlights how pre-service teachers may develop justice-oriented dispositions during formal preparation, less attention has been given to how candidates’ prior personal and professional experiences shape these commitments. This study addresses that gap through a qualitative document analysis of 115 written statements submitted by candidates enrolled in an employment-based, equity-oriented initial teacher education (ITE) program. Findings highlight the candidates’ nuanced understandings of equity and inclusion, grounded in lived experiences and professional roles in diverse community contexts. Using distributive and recognitive justice principles, the article examines what experiences candidates bring to their training that can function as foundational assets to develop socially just teachers. This research contributes valuable insights into how initial teacher education programs and school communities can better leverage these dispositions to advance education equity and social justice.