This qualitative study explores the affective experiences of early-career educators engaged in a progressive, justice-centered teacher residency program while completing their teaching placements in US independent schools. Drawing on narrative interviews, surveys, and reflective documents from alumni of the The University of Philadelphia's Independent School Teaching Residency (ISTR) Program, the project examines how novice teachers experience and interpret the tensions between the program’s emancipatory goals and the realities of their placement environments. While the ISTR program positions teachers as agents of change and promotes a reflective practice grounded in hope, critical inquiry, and social justice, many participants described internal conflicts—what some termed “churn”—as they attempted to reconcile these ideals with the social norms, hierarchies, and traditions of their practicum schools.

Despite the presumed incongruence between progressive pedagogy and exclusive school settings, findings complicate the assumption that such tension leads to alienation or attrition. Many participants recalled their experiences in overwhelmingly positive terms, citing their alignment with the program’s values, the relationships formed with mentors and professors, and the sense of purpose they derived from teaching. At the same time, all participants noted dissonance in at least two areas: challenges in translating justice-oriented theory into actionable classroom practice, and navigating dominant school cultures that often resisted or superficially embraced equity work.

The study reveals that affective responses such as discomfort, joy, hope, and exhaustion were not only central to participants’ learning but often catalyzed the development of their professional identities. Participants employed varied strategies to manage dissonance, from reframing expectations and seeking community to redefining their roles as “tempered radicals” within their institutions. By foregrounding stories of meaning-making, identity negotiation, and agency, this research highlights the potential of reflective, justice-oriented teacher education—even in privileged spaces—to foster sustainable professional growth and commitment to equity.

Keywords: Pre-service teacher experiences, justice-centered pedagogy, University/School Partnerships.