美國教師教育具有關注社會正義的傳統,其核心是認為教師教育的本質是政治的、學校再生產了社會不平等、課程體現著統治階層的政治和文化霸權。基于社會重建理論和批判理論,社會正義取向教師教育的倡導者將教師教育作為實現社會正義的主要路徑:重建教師教育的公共領域職能,將社會學理論引入教師教育,關注語言和文本分析。社會正義取向教師教育對當前美國教師教育產生了重要影響,不但拓展了教師教育研究的視野,也促使大學在教師教育實踐中不斷關注與種族和權力有關的社會正義問題。

The teacher education in America has a tradition of concerning social justice issues, it states that the essence of teacher education is political, schools are reproducing the social inequality, and the curriculum represents the political and cultural hegemony of the dominant class. Based on the social reconstruction theory and the critical theory, advocators of social justice oriented teacher education consider the teacher education as a main approach of realizing social justice: to rebuild the function of teacher education in public area, to introduce the sociological theory into teacher education and to focus on language and textual analysis. Social justice oriented teacher education is influential to recent American teacher education, it not only broadens the horizon of teacher education research, but also inspires the colleges to pay sustainable attention to social justice issues about ethnic and power in the practice of teacher education.