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ERIC Number: EJ820048
Record Type: Journal
Publication Date: 2008-Nov
Pages: 25
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0013-1946
On the Path to Becoming "Highly Qualified": New Teachers Talk about the Relevancy of Social Foundations
Carter, Julie H.
Educational Studies: Journal of the American Educational Studies Association, v44 n3 p222-246 Nov 2008
Educational policy debates around the definitions of, and prescriptions for, the development of qualified teachers have long ignored the role that social foundations can play in equipping new teachers for their roles in urban classrooms (Butin, 2005a; 2005b; Cochran-Smith, 2004; Sirotnik, 1990). This article examines the voices of a set of urban teachers who have used their social foundations course to "think through" the urban educational terrain. Findings from these iterations indicate three themes for how new teachers articulate the relevancy of social foundations. Both prospective and practicing new teachers argue that social foundations not only informs their thinking about the work of teaching and their understandings of the context of that work in urban schools, but it facilitates decision making around issues of practice. The most important finding is that teachers say it is social foundations coursework that helps them to place themselves within current debates about what defines a "highly qualified teacher." (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A