کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4761712 | 1422631 | 2017 | 11 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Collective action for social justice: An exploration into preservice social studies teachers' conceptions of discussion as a tool for equity
ترجمه فارسی عنوان
اقدام جمعی برای عدالت اجتماعی: اکتشاف به مفاهیم معلمان در زمینه مطالعات اجتماعی خدمات پس از بحث به عنوان یک ابزار برای عدالت
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کلمات کلیدی
آموزش علوم اجتماعی، عدالت اجتماعی، بحث، تهیه معلم،
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
چکیده انگلیسی
An extensive body of research details the lack of discussion and collaboration occurring in K12 classrooms in the United States. This study seeks to examine this issue by exploring the associations preservice social studies teachers make between the underlying principles of democratic education and the use of discussion in the social studies classroom. The present qualitative multi-case study uses a collection of field-based data and university coursework to examine how six preservice social studies teachers at a large southeastern university conceptualize and value discussion as a pedagogical approach. Findings suggest that preservice social studies teachers do see value in the use of discussion and associate it with broad themes of democratic education. However, because their understandings of democratic education are often vague and unclear, the associations being made often do not reflect the work being conducted within academia in regards to social justice.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: The Journal of Social Studies Research - Volume 41, Issue 3, July 2017, Pages 195-205
Journal: The Journal of Social Studies Research - Volume 41, Issue 3, July 2017, Pages 195-205
نویسندگان
Rory P. Tannebaum,