Critical Teacher Education: Unpacking Candidates’ Sociopolitical Identity Development in Inclusive Classrooms

Many teacher education programs inadequately prepare teacher candidates to develop the sociopolitical identity needed to disrupt and transform inequities in inclusive classrooms. Cultivating candidates’ dispositional knowledge, skills, and beliefs are necessary constructs to shift their sociopolitical identity toward social justice. Without this preparation, candidates may unknowingly reproduce racist and ableist practices in schools. Grounded in Dis/ability Critical Race Theory (DisCrit) and DisCrit Classroom Ecology, this study examined how an equity-focused teacher education intervention supported candidates’ sociopolitical identity development during inclusive fieldwork placements. Analysis of candidates’ qualitative survey responses and reflective journals revealed three themes: divergence in equity recognition versus engagement, navigating power and equity within educational hierarchies, and dispositional development through reflection. These findings highlight the complexities and possibilities of preparing future educators for inclusive, social justice-oriented praxis. We conclude with implications for reimagining teacher education to more effectively prepare candidates as anti-racist and anti-ableist educators.