Rethinking Social Studies Teacher Education in the Twenty-First Century

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Social & Cultural Studies, Social Science, Sociology
Cover of the book Rethinking Social Studies Teacher Education in the Twenty-First Century by , Springer International Publishing
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9783319229393
Publisher: Springer International Publishing Publication: November 26, 2015
Imprint: Springer Language: English
Author:
ISBN: 9783319229393
Publisher: Springer International Publishing
Publication: November 26, 2015
Imprint: Springer
Language: English

In this volume teacher educators explicitly and implicitly share their visions for the purposes, experiences, and commitments necessary for social studies teacher preparation in the twenty-first century. It is divided into six sections where authors reconsider: 1) purposes, 2) course curricula, 3) collaboration with on-campus partners, 4) field experiences, 5) community connections, and 6) research and the political nature of social studies teacher education. The chapters within each section provide critical insights for social studies researchers, teacher educators, and teacher education programs. Whether readers begin to question what are we teaching social studies teachers for, who should we collaborate with to advance teacher learning, or how should we engage in the politics of teacher education, this volume leads us to consider what ideas, structures, and connections are most worthwhile for social studies teacher education in the twenty-first century to pursue.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

In this volume teacher educators explicitly and implicitly share their visions for the purposes, experiences, and commitments necessary for social studies teacher preparation in the twenty-first century. It is divided into six sections where authors reconsider: 1) purposes, 2) course curricula, 3) collaboration with on-campus partners, 4) field experiences, 5) community connections, and 6) research and the political nature of social studies teacher education. The chapters within each section provide critical insights for social studies researchers, teacher educators, and teacher education programs. Whether readers begin to question what are we teaching social studies teachers for, who should we collaborate with to advance teacher learning, or how should we engage in the politics of teacher education, this volume leads us to consider what ideas, structures, and connections are most worthwhile for social studies teacher education in the twenty-first century to pursue.

More books from Springer International Publishing

Cover of the book Nordic Contributions in IS Research by
Cover of the book Open Data Politics by
Cover of the book Cultural, Religious and Political Contestations by
Cover of the book Remote Observatories for Amateur Astronomers by
Cover of the book Emerging Technology and Architecture for Big-data Analytics by
Cover of the book Intelligence Science and Big Data Engineering by
Cover of the book Towards Integrated Web, Mobile, and IoT Technology by
Cover of the book Multimodal Interaction with W3C Standards by
Cover of the book Patrick Moore’s Observer’s Year: 366 Nights of the Universe by
Cover of the book Reticulate Evolution by
Cover of the book Brain Edema XVI by
Cover of the book Epidural Labor Analgesia by
Cover of the book Disarmament, Demobilization and Reintegration in Southern Africa by
Cover of the book Fracture, Fatigue, Failure and Damage Evolution, Volume 7 by
Cover of the book Computational Data and Social Networks by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy