Rethinking social studies teacher education in the twenty-first century [electronic resource] / Alicia R. Crowe, Alexander Cuenca, editors.
Crowe, Alicia R., editor.; Cuenca, Alexander, 1979- editor.
2016
LB1584
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Title Rethinking social studies teacher education in the twenty-first century [electronic resource] / Alicia R. Crowe, Alexander Cuenca, editors.
ISBN 9783319229393 (electronic book)
3319229397 (electronic book)
9783319229386
DOI https://doi.org/10.1007/978-3-319-22939-3
Published Cham ; New York : Springer International Publishing, [2016]
Copyright ©2016
Language English
Description 1 online resource (xxxi, 431 pages)
Other Standard Identifiers 10.1007/978-3-319-22939-3 doi
Call Number LB1584
Dewey Decimal Classification 300.71
Summary 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.
Bibliography, etc. Note Includes bibliographical references and index.
Access Note Access limited to authorized users.
Digital File Characteristics text file PDF
Source of Description Online resource; title from PDF title page (viewed December 15, 2015).
Added Author Crowe, Alicia R., editor.
Cuenca, Alexander, 1979- editor.
Available in Other Form Rethinking Social Studies Teacher Education in the Twenty-First Century.
Linked Resources Online Access
Record Appears in Online Resources > Ebooks
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Contributors; 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.

Racial 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.

Fostering 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.

Discussion 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.

What 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.

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