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000752629 24500 $$aRethinking social studies teacher education in the twenty-first century$$h[electronic resource] /$$cAlicia R. Crowe, Alexander Cuenca, editors.
000752629 264_1 $$aCham ;$$aNew York :$$bSpringer International Publishing,$$c[2016]
000752629 264_4 $$c©2016
000752629 300__ $$a1 online resource (xxxi, 431 pages)
000752629 336__ $$atext$$btxt$$2rdacontent
000752629 337__ $$acomputer$$bc$$2rdamedia
000752629 338__ $$aonline resource$$bcr$$2rdacarrier
000752629 347__ $$atext file$$bPDF$$2rda
000752629 504__ $$aIncludes bibliographical references and index.
000752629 5050_ $$aContributors; About the Authors; About the Editors; List of Boxes; List of Figures; List of Tables; Introduction: What Are We Teaching Social Studies (Teachers) For?; References; Part I: Rethinking Social Studies Teacher Education Purpose; Chapter 1: From Non-racism to Anti-racism in Social Studies Teacher Education: Social Studies and Racial Pedagogical Content Knowledge; Stances: Non-racist and Anti-racist; Definition of Race and Racism; Race and Social Studies Education; Non-racism; NCSS and Non-racism; White Social Studies.
000752629 5058_ $$aRacial Pedagogical Content Knowledge: towards a Anti-racist Approach to Social Studies Teacher Education ProgramsAnti-racist Teaching: High Schools, Race, and America's Future; Discussion: Theorizing and Creating RPCK in Social Studies Teacher Programs; Conclusion; References; Chapter 2: Challenging Neoliberal Perspectives: A Framework for Humanizing Social Studies Teacher Education; Introduction; The Context of an Information Based System; The Conflict Between an Information Based System and a Transformation Based System; Humanizing Social Studies Teacher Education.
000752629 5058_ $$aFostering a Dialogic Relationship Focusing on Student Experience; Facilitate a Critique of Official Knowledge; Frame Critical Questions and Introduce Subjugated Knowledge; Conclusion; References; Chapter 3: Teaching Social Studies to These Students in This Place: Exploring Place in Social Studies Teacher Education; Introduction; Why Place Matters; Place as Related to Individual Identity; Place Attachment; Place Perception; Fostering Place Consciousness in Pre-service Teachers; Locating Place Within Social Studies Teacher Preparation; Urban Places; Rural Places.
000752629 5058_ $$aDiscussion and ConclusionReferences; Part II: Rethinking Course Curriculum; Chapter 4: No More Playing in the Dark: Twenty-First Century Citizenship, Critical Race Theory, and the Future of the Social Studies Methods Course; Citizenship as a Critical Focus of the Social Studies; Citizenship Education and Social Justice; The Doing in Citizenship Education; Citizenship Education and Social Studies Teacher Education; The Entanglement of Race and Citizenship: A Challenge for Contemporary Teachers; Critical Race Theory as an Organizing Framework in Social Studies Teacher Education.
000752629 5058_ $$aWhat Is CRT? Basic CRT Concepts In Pre-service Teacher Education; Color Blindness; Interest Convergence; Interest Divergence; A New Vision for the Social Studies Methods Course; Conclusion; References; Chapter 5: Preparing Elementary Pre-service Teachers to Promote Big Ideas Within Social Studies; Social Studies for Big Ideas; Preparing Pre-service Elementary Teachers to Teach Social Studies; The Redesigned Elementary Social Studies Methods Course; Study Design; Findings; Subject Area Knowledge; Understanding the Purpose of Big Ideas.
000752629 506__ $$aAccess limited to authorized users.
000752629 520__ $$aIn this volume teacher educators explicitly and implicitly share their visions for the purposes, experiences, and commitments necessary for social studies teacher preparation in the twenty-first century. It is divided into six sections where authors reconsider: 1) purposes, 2) course curricula, 3) collaboration with on-campus partners, 4) field experiences, 5) community connections, and 6) research and the political nature of social studies teacher education. The chapters within each section provide critical insights for social studies researchers, teacher educators, and teacher education programs. Whether readers begin to question what are we teaching social studies teachers for, who should we collaborate with to advance teacher learning, or how should we engage in the politics of teacher education, this volume leads us to consider what ideas, structures, and connections are most worthwhile for social studies teacher education in the twenty-first century to pursue.
000752629 588__ $$aOnline resource; title from PDF title page (viewed December 15, 2015).
000752629 650_0 $$aSocial sciences$$xStudy and teaching$$zUnited States.
000752629 650_0 $$aCurriculum planning$$zUnited States.
000752629 650_0 $$aSocial science teachers.
000752629 650_0 $$aSocial sciences$$xStudy and teaching (Secondary)$$zUnited States.
000752629 7001_ $$aCrowe, Alicia R.,$$eeditor.
000752629 7001_ $$aCuenca, Alexander,$$d1979-$$eeditor.
000752629 77608 $$iPrint version:$$aCrowe, Alicia R.$$tRethinking Social Studies Teacher Education in the Twenty-First Century.$$dCham : Springer International Publishing, ©2015$$z9783319229386
000752629 852__ $$bebk
000752629 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-319-22939-3$$zOnline Access$$91397441.1
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