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How Do Preservice Teachers Make Sense of Educational Inequalities? Exploring Critical Consciousness Through Mixed
Yağmur Güleç1, Miriam Schwarzenthal1, Tuğçe Aral2
1School of Education, University of Wuppertal, Wuppertal, North Rhine-Westphalia, Germany.
Journal of Community Psychology
|December 2, 2025
Summary
German preservice teachers perceive educational inequalities stemming from socioeconomic status and migration background. Discrimination experiences significantly predict their intentions for critical action to promote educational equity.
Area of Science:
- Education
- Sociology
- Teacher Training
Background:
- Educational inequalities persist, influenced by socioeconomic status (SES) and family migration history.
- Critical consciousness (CC) is vital for educators to address systemic disparities.
- Understanding preservice teachers' perspectives on these inequalities is crucial for effective teacher preparation.
Purpose of the Study:
- To explore the critical consciousness (CC) of German preservice teachers concerning educational inequalities.
- To examine the manifestation and interrelation of CC subcomponents in this cohort.
- To identify factors predicting CC among preservice teachers.
Main Methods:
- A mixed-methods approach was employed.
- 93 preservice teachers completed open-ended questions on CC and rating-scale measures for predictors.
- Qualitative and quantitative analyses were conducted.
Main Results:
- Preservice teachers identified individual, structural, and parental capital as causes of educational inequalities.
- Proposed solutions included equality, inclusion, individual support, critical action, and multicultural education.
- Experiences of discrimination were found to predict intentions for critical action.
Conclusions:
- Preservice teachers' CC regarding educational inequalities is multifaceted, influenced by personal experiences and structural factors.
- Interventions and teacher training should focus on fostering CC to equip future educators to tackle educational disparities.
- Targeted programs can enhance teachers' ability to promote educational equity for diverse student populations.
Keywords:
critical actionscritical consciousnesseducational inequalitiesmixed‐methodspreservice teachersself‐efficacystructural attributionsMore Related Videos
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