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 The United Nations Convention on the Rights of Persons with Disabilities by
Cover of the book Synergies Between Knowledge Engineering and Software Engineering by
Cover of the book Concise Computer Mathematics by
Cover of the book Biotechnology of Isoprenoids by
Cover of the book Combinatorial Algorithms by
Cover of the book The Optics of Giambattista Della Porta (ca. 1535–1615): A Reassessment by
Cover of the book Sustainable Agriculture Reviews 14 by
Cover of the book Expectations and Disappointments of Industrial Innovations by
Cover of the book Succession Law, Practice and Society in Europe across the Centuries by
Cover of the book Smart Universities by
Cover of the book Seizures in Critical Care by
Cover of the book Linguistic and Psycholinguistic Approaches on Implicatures and Presuppositions by
Cover of the book Clinical Reproductive Medicine and Surgery by
Cover of the book Flood Monitoring through Remote Sensing by
Cover of the book Deep Learning Classifiers with Memristive 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