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Teacher Education and Teacher Professional Development in the Social Studies
Sat, April 14, 4:05 to 5:35pm, Vancouver Convention Centre, Floor: Third Level, West Room 305Session Submission Type: Paper Session
Abstract
This paper session will focus on strategies for improving social studies teacher education and professional development for pre-service, beginning, and experienced teachers.
Sub Unit
Chair
Papers
Action Research and the Professional Knowledge of Novice and Experienced Social Studies Teachers - Thomas C. Hammond, Lehigh University; Meghan McGlinn Manfra, North Carolina State University
Collective Critical Observation and Reflection of Social Studies Pedagogy: A Case Study of One Student-Teaching Seminar - Ashley M. Taylor, Teachers College, Columbia University; Anand R. Marri, Teachers College, Columbia University
Making Meaning of Constructivism: A Longitudinal Study of Beginning History Teachers’ Beliefs and Practices - Christopher C. Martell, Boston University
Preservice Teachers Collaborating Across Universities in Social Studies Methods - Jeremy Hilburn, University of North Carolina - Wilmington; Brad M. Maguth, The University of Akron
“I Would Probably Have to Test All the Time”: Preservice Teachers’ Thinking About Agency and Assessment - J. Spencer Clark, Utah State University