Attitudes toward classroom justice of student teachers who were trained before the COVID-19 pandemic and student teachers who were trained following the pandemic

This study aims to explore whether the COVID-19 pandemic may prompt shifts in student teachers’ (STs) attitudes toward classroom justice dimensions (i.e. distributive justice- reflected by grade distribution; procedural justice- reflected by using a variety of teaching and assessment procedures; and...

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Bibliographic Details
Authors: Biberman-Shalev, Liat (Author) ; Broza, Orit (Author) ; Chamo, Nurit (Author)
Format: Electronic Article
Language:English
Published: 2025
In: Contemporary justice review
Year: 2025, Volume: 28, Issue: 3, Pages: 349-371
Online Access: Volltext (lizenzpflichtig)
Check availability: HBZ Gateway
Keywords:
Procedural Justice
interactional justice
Distributive Justice
Covid-19 Pandemic
Classroom justice
Description
Summary:This study aims to explore whether the COVID-19 pandemic may prompt shifts in student teachers’ (STs) attitudes toward classroom justice dimensions (i.e. distributive justice- reflected by grade distribution; procedural justice- reflected by using a variety of teaching and assessment procedures; and interactional justice- reflected by the attention given to students). Data were gathered from 80 STs enrolled in a teacher training program for elementary school teachers. Of the 80 STs, 39 were in their final year of training in 2023 (post-COVID STs), while the remaining 41 STs (pre-COVID STs) had already graduated in 2019 before the pandemic outbreak. Using a quantitative methodology based on a cross-sectional study, it was found that the post-COVID STs favored the effort rule and the need principle when allocating grades, leaned to a greater extent on progressive practices that were perceived by them as promoting equality among students and were less strongly convinced that attention should be given equally to all students than the pre-COVID STs. The conclusions and implications of the study underscore the significance of further empirical investigations into potential shifts in student teachers’ attitudes toward classroom justice and their role in socializing justice through classroom management.
ISSN:1477-2248
DOI:10.1080/10282580.2025.2487511