When, if ever, should social studies teacher educators and K-12 teachers seek to inculcate specific values, attitudes, and beliefs in their students? To address this question, the author offers a case from his own practice as a social studies teacher educator, illustrating how he promoted critical and divergent thinking during the first half of…

Concerned with combining theory with practice, the author, a teacher educator, wrote a grant to combine teaching university social studies methods and teaching sixth-grade social studies in an urban professional development site (PDS). By combining both roles, she created a recursive process of theory, observation, analysis, coteaching, and…

As a social studies teacher educator, the author wants her students, as the nation's future teachers, to aspire to engage their students in K-12 classrooms in meaningful civic activity. Toward this end, she has developed several programs for preservice teachers to gain knowledge and the direct experience of civic participation. The Social Issue…