Learning to Teach for Transformative Citizenship: The Beliefs and Practices of Preservice Social Studies Teachers

• In Event: Examining Citizenship, Culture, and Community in the Social Studies

Abstract

In this interpretative case study, the researchers examined the democratic and multicultural beliefs and related practices of eleven preservice social studies teachers. They collected Interview, observation, and classroom artifact data over their teacher preparation experience. Using Bank’s typology of citizenship as the theoretical frame, this study found: (1) Most of the teachers had clear definitions of democratic citizenship, but only a few had a specific focus on multiculturalism. (2) Teachers with strong social justice beliefs were better able to enact classroom-based multicultural democratic education. This study illuminates the need to prepare beginning teachers to teach for a multicultural view of democratic citizenship through building on their prior beliefs and supporting their use of justice-oriented practices.

Authors

• Rob Martinelle, Boston University

• Christopher C. Martell, University of Massachusetts - Boston

• Jennifer Chalmers-Curren, Boston University