[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596824-105":59,"doc-detail-596824-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","understanding-pre-service-teachers-legal-literacy-and-experiences-with-legal-issues-in-practicum-settings-an-exploratory-study","Understanding Pre-Service Teachers’ Legal Literacy and Experiences with Legal Issues in Practicum Settings - An Exploratory Study","","There is limited research on legal literacy among pre-service teachers in Canada. Legal literacy here refers to teacher candidates’ knowledge of educational law and policy and its influence on their preparation for entering teaching. Using an exploratory mixed-methods design, the study analyzes reflections from 1,731 teacher candidates from practicum placements over three academic years at one southeastern Ontario university. It identifies commonly cited aspects of school law, assesses candidates’ awareness, and examines perceived preparedness to handle practicum legal issues, concluding with implications for teacher education programs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/understanding-pre-service-teachers-legal-literacy-and-experiences-with-legal-issues-in-practicum-settings-an-exploratory-study/596824/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/understanding-pre-service-teachers-legal-literacy-and-experiences-with-legal-issues-in-practicum-settings-an-exploratory-study/596824.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does legal literacy mean for pre-service teachers in this study?","Question",{"text":112,"@type":113},"It refers to teacher candidates’ knowledge of educational law and policy and how this knowledge shapes their preparation to enter the teaching profession.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research method and sample size were used?",{"text":117,"@type":113},"The study uses an exploratory mixed-methods approach and analyzes reflections from 1,731 teacher candidates.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study examine regarding practicum placements?",{"text":121,"@type":113},"It identifies frequently cited aspects of school law and policy, analyzes candidates’ awareness of related laws and policies, and explores perceived preparedness to deal with legal issues during practicum.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596824,1792165060,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Understanding Pre-Service Teachers’ Legal Literacy and Experiences with Legal Issues in Practicum Settings: An Exploratory Study  \nBenjamin Kutsyuruba, James Murray, & Sawyer Hogenkamp Queen’s University  \nAbstract  \nThere is a dearth of research that examines legal literacy among pre-service teachers in Canada. Pre-service teachers’ legal literacy refers to the knowledge level that teacher candidates in teacher education programs have with respect to educational law and policy and how it affects their preparation for entering the teaching profession. This article presents findings from an exploratory mixed-methods study that examined teacher candidates’(n=1731) reflections that detail observations of and experiences with legal issues while on practicum placements in a teacher education program in one southeastern Ontario university during three academic years. We identify teacher candidates’ most frequently cited aspects of school law and policy, analyze teacher candidates’ awareness of school laws and policies pertaining to those aspects, and explore their perceived preparedness to deal with legal issues occurring in their practicum placements. We conclude with a discussion of findings and research implications for teacher education programs.  \nKeywords: legal literacy, school law, teacher education, teacher candidate, practicum  \nIntroduction  \nResearch suggests that teaching is becoming increasingly complex requiring increased teacher competencies in applying a range of practices for varying purposes, incorporating and integrating different kinds of knowledge, building up a sophisticated pedagogical repertoire, and adapting to learner diversity and shifting contextual forces (Gambhir, Broad, Evans, & Gaskell, 2008). The goal of pre-service teacher education programs in Canada has been to prepare students to become effective educators in both elementary and secondary classrooms by providing teacher candidates with opportunities to gain the knowledge and skills needed to teach all children. Provincial legislation set up the content of pre-service teacher education in very broad terms, generally including such components as an orientation toward curriculum and pedagogy, a practicum in the schools, discussion of child development, and law and social issues (Gambhir et al., 2008) . In addition to learning about preparing lesson plans, teaching classes, encouraging students in their studies, evaluating work and progress, maintaining classroom discipline, demonstrating good citizenship, and acting as advisers by connecting students to their career goals, teacher candidates are expected to be literate in school law and policy. Pre-service teachers’ legal literacy refers to the knowledge level that teacher candidates in teacher education programs have with respect to educational law and policy and how it affects their preparation for entering the teaching profession.  \nIt is not surprising that during instructional and practicum components, pre-service teachers are primarily encouraged to explore and begin to understand their pedagogy and apply instructional approaches and methods. Consequently, minimal time is available for pre-service teachers to develop a comprehen-  \nsive understanding of, and appreciation for, their complex roles within educational law and policy. Yet, research found that legal issues are the third most essential area of teacher preparation (Garner, 2000) . To be more responsive in a society that is becoming more legally complex, and to better serve children’s interests, future teachers require a firm understanding of the law related to children (Sametz, 1983) . Most teacher education programs offer an education law course in order to develop pre-service teachers’ legal and policy literacy (Gullatt & Tollett, 1997) .  \nAlthough the need for increased attention to the development of legal literacy has been voiced in the literature (Bain, 2009; Gullatt & Tollett, 1997; Littleton, 2008; Schimmel & Militello, 2011","cbCaieqnqziCJndL","https://ap.wps.com/l/cbCaieqnqziCJndL","pdf",587945,18,"English","# Introduction\n# Review of the Literature\n## Why the Need for Teachers’ Legal Literacy?","[{\"question\":\"What does legal literacy mean for pre-service teachers in this study?\",\"answer\":\"It refers to teacher candidates’ knowledge of educational law and policy and how this knowledge shapes their preparation to enter the teaching profession.\"},{\"question\":\"What research method and sample size were used?\",\"answer\":\"The study uses an exploratory mixed-methods approach and analyzes reflections from 1,731 teacher candidates.\"},{\"question\":\"What does the study examine regarding practicum placements?\",\"answer\":\"It identifies frequently cited aspects of school law and policy, analyzes candidates’ awareness of related laws and policies, and explores perceived preparedness to deal with legal issues during practicum.\"}]","Understanding Pre-Service Teachers’ Legal Literacy and Experiences with Legal Issues in Practicum Settings - An Exploratory Study | PDF",1792083809,45]