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We make the road by walking together: New teachers and the collaborative and context-specific appropriation of shared social justice-oriented practices and concepts
ARTICLE

TATE Volume 36, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study examined the work of a collaborative group of six new United States-based social studies teachers from the same social justice-oriented teacher education program (SJOTEP). Shared practices and concepts introduced previously in the SJOTEP were developed and appropriated to their classrooms and schools in consideration of the local context, through the collaborative problem-solving process of the group. It is argued that SJOTEPs and TEPs committed to issues of diversity, democracy, inclusion, and/or equity should be collaboration-based, teach a coherent and consistent social justice-focused curriculum, and provide post-graduation collaborative support and research it.

Citation

Henning, N. (2013). We make the road by walking together: New teachers and the collaborative and context-specific appropriation of shared social justice-oriented practices and concepts. Teaching and Teacher Education: An International Journal of Research and Studies, 36(1), 121-131. Elsevier Ltd. Retrieved June 4, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.07.014

Keywords