NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ948253
Record Type: Journal
Publication Date: 2011
Pages: 25
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1547-688X
A Case of Learning to Teach Social Studies at the Prospect School Teacher Education Program
Rodgers, Carol R.
New Educator, v7 n3 p215-239 2011
In this case study, part of a larger study of the Prospect School Teacher Education Program, the author investigates the processes of descriptive inquiry by exploring a moment in their evolution and their effect on the learning of one teacher educator and his students ("interns") as they investigated the teaching of social studies. She also explores the long-term impact of this approach to teacher education on one of these interns. Using descriptive inquiry processes, the author finds that the school under investigation cultivated an awareness of learners as complex, capable, emerging beings-in-process with a capacity for authority, agency, and voice. (Contains 9 footnotes and 1 figure.)
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