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ERIC Number: EJ917418
Record Type: Journal
Publication Date: 2009
Pages: 22
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-0890-6459
Social Studies Education and Preservice Teacher Preparation: Confronting the Participant-Subject Paradigm
Parkison, Paul T.
Teacher Education and Practice, v22 n4 p414-435 Fall 2009
Teachers' recognition of the political and cultural implications of their pedagogical decisions is significant. Teachers need to recognize the role they play in the facilitation of democracy and the impact of their orientation toward cultural reproduction, social integration, and personal awareness. Political engagement rests on the assumption that teachers recognize and value their role as being inherently political. To determine if democratic engagement can be developed, a case study of preservice teachers was conducted. Democratic engagement begins by raising awareness of the issues relevant to the role of the teacher and the structure and function of the curriculum. Using the reflections and responses of preservice teachers participating in this case study provided useful data indicating the assumptions that many teachers take into their role as teachers in social studies classrooms. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A