The Significance of Geographic and Programmatic Context in Developing Historical Case Studies in Social Foundations in Teacher Education
| Autor: | Isaac Gottesman, Michael Bowman |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
History
Class (computer programming) 060106 history of social sciences 05 social sciences 050301 education Context (language use) 06 humanities and the arts Teaching assistant Teacher education Education Politics Pedagogy Normative 0601 history and archaeology Sociology Social science 0503 education |
| Zdroj: | History of Education Quarterly. 56:172-181 |
| ISSN: | 1748-5959 0018-2680 |
| Popis: | In the summer of 2008, we met at an alehouse in Columbia City, a rapidly gentrifying neighborhood on Seattle's south side, to begin conceptualizing and designing a School & Society class we were teaching that fall in a Master of Teaching (MIT) elementary teacher education program at the University of Washington (UW) in Seattle. One of us (Isaac) was working on a dissertation and was the instructor of record, while the other (Michael) was transitioning from master's to doctoral student, and was the teaching assistant. This was the first preservice teacher education social foundations course either of us had taught. The experience of working together on that course has led to several years of collaborative thinking about social foundations in teacher education, including developing what we call a “place-conscious approach”—an approach that grounds the political and normative questions at the heart of social foundations in the history of places in which preservice teachers learn to teach. |
| Databáze: | OpenAIRE |
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