Developing Transformative Social Studies Pedagogues: Supporting Young Teachers' Critical Dispositions

• In Event: Sheraton Roundtable Session 21
  In Roundtable Session: Teacher Recruitment and Retention Focused on Content Areas

Abstract

This critical qualitative case study examined the critical consciousness and praxis of three focal social studies teachers and ways this informed their address of the dialectical tensions situating their teaching and learning experiences. The study findings describe how critical social studies teachers attempt to make clear temporal connections between citizenship and disciplines; teachers attempt to work through student experiences to support possibilities for current consciousness and future civic transformation and; that teachers believe critical transformative teaching includes dialogue. Given these findings, mentoring the next generation of social studies teachers that will take up more critical practice and critical understandings of citizenship requires teacher educators center identifying, supporting and thus extending a critical praxis as part of the programmatic focus.

Authors

• Cinthia S. Salinas, The University of Texas - Austin

• Kevin Russel Magill, Baylor University