Preservice Elementary Teachers' Conceptions of Social Issues and Social Action

• In Event: AERA Graduate Student Research in Progress Roundtable Session Two
  In Roundtable Session: Teacher Preparation: Abolitionist Praxis, Learner-Centered Pedagogy, and Social Issues and Action (Table 15)

Abstract

This study explores how preservice elementary teachers conceptualize social issues and social action, how their conceptions reflect their ideas regarding the goals of social studies, and their ideas and barriers for incorporating social issues in their future curriculum. Using a qualitative approach, this inquiry focuses on a cohort of preservice elementary teachers over the course of a semester-long elementary social studies methods course.

Author

• Jessica Zaker, Indiana University
  Presenting Author