Implicit and Explicit Teacher Disclosure: Negotiating Social Justice and Political Classroom Aims

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Social Studies Teachers' Decisions, Disclosures, and Dilemmas (Table 10)

Abstract

This qualitative study examines patterns in teacher candidates’ practices with disclosure during classroom discussions, and how these relate to candidates’ broader goals and ideological orientations. Findings show patterns of implicit and explicit disclosure potentially related to candidates’ blame/responsibility frames about injustice.

Authors

• Jenni Conrad, Oregon State University - Cascades
  Presenting Author

• Abigail Dym, University of Pennsylvania
  Presenting Author

• Andrew J. Schiera, University of Wisconsin - Madison
  Presenting Author