Teaching to transform : an examination of pre-service social studies teachers' citizenship conceptions and pedagogical practice.

This qualitative multiple case study explored secondary social studies pre-service teachers' citizenship conceptions and how they developed during a social studies methods course designed around a critical citizenship framework. The researcher investigated beginning conceptions, how, and in what ways, pre-service teachers' citizenship understandings developed within a social studies methods course sequence and how these ideas were then enacted during their clinical field experience. Findings indicate that rationale-building and an emphasis on critical citizenship in the course assisted pre-service teachers in developing more complex citizenship conceptions. Within the field teaching experience, pre-service teachers saw the classroom as a democratic space, enacting democratic participatory pedagogy and engaged in ambitious teaching to highlight student voice and agency. Implications of this study suggest that action research offers a powerful reflective tool for pre-service teachers and calls for a strong link between social studies educational theory and practice. Social studies teacher education programs should attend to technical aspects of learning to teach, yet programs should grounded in transformative ideas that prepare social studies pre-service teachers to teach all students for a strong democratic and just society.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2015

Author dc:creator

• Wells, Sunny.

Advisor dc:contributor.advisor

• Blevins, Brooke E.

• Citizenship social studies.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/9513

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/9513