Actitudes y comportamientos de justicia social del profesorado en contextos desafiantes. Estudio de caso

Irene Moreno-Medina

doi:10.24320/redie.2025.27.04.5930

Authors

Irene Moreno-Medina Autonomous University of Madrid https://orcid.org/0000-0002-3745-7253

DOI:

https://doi.org/10.24320/redie.2025.27.04.5930

Keywords:

teacher education, disadvantaged school, educational priority zone, social justice

Supporting Agencies:

Ministerio de Economía y Competitividad, Gobierno de España

Abstract

This research seeks to determine the attitudes and behaviors of teachers from schools in challenging contexts and understand how some become socially just teachers. A case study approach was used in five schools: three public schools and one privately run but state-funded school in Spain and one public school in Portugal, with a sample made up of teaching and non-teaching staff from the schools. Document analysis, non-participant observation, and semi-structured interviews uncovered two types of teacher profile—one committed to education and social justice, and the other exhausted and unmotivated—and provided insight into the practices, motivations, and leadership of teachers working toward social justice. Thus, the study shows a clear need for targeted social justice training and increased awareness of inequalities.

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