The Impact of Teacher Training in Social Justice Education on Classroom Practices and Student Outcomes in Nigeria
Gbenga Michael Adeyeye 
Issue: Vol.5 No.11 Issue Article 24 pp. 1932-1944
DOI: https://doi.org/10.38159/ehass.202451124 | Published online 16th September, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This study investigated the impact of teacher training in social justice education (SJE) on classroom practices and student results in Nigerian schools, including cultural, economic, and sociological aspects. The research emphasized the crucial importance of teacher training in incorporating social justice ideas into education, as it acknowledges the significant impact of SJE in fostering critical thinking, empathy, and social equity. The study utilized a combination of quantitative and qualitative analyses to evaluate the level of SJE integration in teacher training programs. It also examined how this integration affects instructional tactics and therefore influences student academic performance and social awareness. The results emphasized the strong positive relationship between extensive SJE training and enhanced classroom inclusivity, increased student involvement in social matters, and overall academic success. Although educators trained in SJE face obstacles related to institutions and resources, they are able to create a learning environment that is more inclusive and encourages critical engagement. This research adds to the discussion on educational equity by promoting the implementation of SJE training in teacher education programs. The goal is to provide educators with the skills they need to address social inequalities and create a fair and inclusive learning environment.
Keywords: Teacher Training, Social Justice, Education, Classroom Practices, Student Outcomes
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Dr. Gbenga Michael Adeyeye has been involved in education for over 25 years. He is currently a Postdoctoral Research Fellow at the University of Johannesburg, and with an area of expertise in Education Sociology. He holds a Doctor of Education (D.Ed.) in Sociology of Education, a Master of Education (M.Ed.) in Adult and Industrial Education, and a Bachelor of Science in Education (B.Sc. Ed.) in Physics Education. He has numerous publications in prestigious journals and has attended both domestic and international conferences demonstrating my dedication to research.
Adeyeye, Gbenga Michael. “The Impact of Teacher Training in Social Justice Education on Classroom Practices and Student Outcomes in Nigeria,” E-Journal of Humanities, Arts and Social Sciences 5, no.11 (2024): 1932-1944. https://doi.org/10.38159/ehass.202451124
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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