ERIC Number: EJ920264
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 40
Revealing Praxis: A Study of Professional Learning and Development as a Beginning Social Studies Teacher Educator
Ritter, Jason K.
Theory and Research in Social Education, v38 n4 p545-573 Fall 2010
This self-study reports on the professional learning and development of a beginning social studies teacher educator via an examination of the evolving relationship between the author's beliefs and practices during his first three years preparing social studies teachers. Throughout this time data were systematically collected in the form of written interpretive accounts of his experiences. An analysis of these accounts reveals how the relationship between his beliefs and practices evolved as he moved from embracing certain default assumptions about education, to rethinking the content of social studies, to recognizing that both what and how he taught as a teacher educator held potential significance in the development of preservice teachers. The implications of these stages of understanding for social studies teacher education learning and development are discussed, and avenues for further research are considered.
Descriptors: Preservice Teacher Education, Preservice Teachers, Teacher Educators, Social Studies, Professional Development, Beginning Teachers, College Faculty, Teacher Attitudes, Educational Practices
College and University Faculty Assembly of NCSS. 8555 Sixteenth Street Suite 500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; Web site: http://www.socialstudies.org/cufa/trse/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A