ABSTRACT In this self-study, an education professor examines his efforts to attend to the concerns of teacher candidates concerning equity, diversity and social justice in a new School and Society course. The teacher educator asked teacher candidates complete exit cards after most classes and also read numerous teacher candidate journals and responses to readings along the way. Along with contributions from a critical friend, the rich feedback provided by teacher candidates on their experience of the issues raised in the course led him to address reluctance and resistance from mainstream teacher candidates. This article focuses on four themes that emerged from the analysis of the data: (1) teacher candidate interest in serving student needs; (2) the influence of discourses of privilege; (3) the value of exit cards in understanding their struggles; and (4) the importance of adapting instruction and written feedback to their concerns. Four tensions of practice are employed as a critical frame for analysing his experiences teaching this course. The study suggests that relational approaches, in which teacher educators are humble, vulnerable and receptive, can create safe spaces for teacher candidates to examine their resistance in order to become more inclusive as teachers.

中文翻译：

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在社会正义课程中关注教师候选人的问题：教师教育者的自学

摘要在此自学课程中，一位教育教授研究了他在新的学校和社会课程中致力于努力解决教师候选人关于公平，多样性和社会正义的问题。教师教育家要求大多数课程结束后，教师候选人完成出口卡，还阅读大量教师候选人的日记以及对阅读过程的回应。除关键朋友的贡献外，教师候选人对他们在课程中提出的问题的经验也提供了丰富的反馈意见，这使他能够解决主流教师候选人的不愿和抵制。本文重点分析数据分析中出现的四个主题：（1）教师候选人对满足学生需求的兴趣；（2）特权话语的影响；（3）退出卡在理解其斗争中的价值；（4）调整指导和书面反馈意见以解决他们所关注的问题的重要性。实践的四种张力被用作分析他的教学经验的关键框架。这项研究表明，教师教育者要谦虚，脆弱和容易接受的关系方法可以为教师应聘者创造安全的空间来检查他们的抵抗力，从而使他们成为更具包容性的教师。