By Dan Butin
This book, the first complete, severe exam of the speculation and pedagogy of the sphere of social foundations of schooling and its relevance and position inside of instructor education:*Articulates crucial questions within the field--such as "What is social foundations?"; "Is there a social foundations canon?"; "Is it attainable to coach for social justice?"; "What is pupil resistance?";*Explores the bounds and chances of instructing social foundations of education;*Provides powerful arguments for the ongoing relevance of the self-discipline for instructor education;*Features numerous truly awarded, theoretically grounded types for educating social foundations inside instructor schooling programs--including aesthetic schooling, severe concept, and eco-justice views, using community-based oral histories, and experiential studying activities;*Provides concrete examples, real syllabi, and a number of extra assets to assist college train, post, and do study; and*Proposes new instructions for learn and discussion in the field.This quantity is a perfect front into the sector for graduate scholars, junior school, and professors from different parts of schooling who're instructing within the social foundations box for the 1st time.
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Extra info for Teaching Social Foundations of Education: Contexts, Theories, and Issues (Sociocultural, Political, and Historical Studies in Education) (Sociocultural, Political, and Historical Studies in Education)
And even if we could make visible such a difference, is it problematic to reduce the teacher education curriculum to that which can be measured in performance assessments? SOCIAL FOUNDATIONS RESPONSES TO THE PROFESSIONAL STANDARDS MOVEMENT It must be said at this point that there are several important contexts in which social foundations inquiry takes place. Preservice teacher certification is just one of these. A second is preservice preparation, at the graduate level, of school administrators, whose role is increasingly recognized as essential in school improvement.
In the late 1960s the American Educational Studies Association was founded amidst a tension between the forces of social protest and a conservative techno-rationalist school reform movement symbolized in the work of James B. Conant. And when Maxine Greene wrote her remarks cited earlier in this chapter, the competency-based teacher education movement threatened to take over teacher preparation entirely. Partly in response to the behaviorism of the competency-based movement, foundations organizations had by 1978 published the Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies.
Clinical experiences as a student teacher are obtained as a "guest" in someone else's classroom; it is hard to know how much a student teacher moderated his or her own tendencies or responses as a result. There are the influences of 16 years of informal "observation" as a student as well as the need to cope with the overwhelming demands of early teaching that are thrown into the mix of knowledge, skills, and dispositions teachers possess. Given all this, how can we possibly know when professional choices and behaviors reflect what was learned in teacher preparation without intensive and costly observations and interviews?