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Core Practices in Social Studies Teacher Education: Promises and Pitfalls
Thu, April 13, 9:50 to 11:20am CDT (9:50 to 11:20am CDT), Sheraton Grand Chicago Riverwalk, Floor: Level 4, Chicago Ballroom XSession Type: Symposium
Abstract
There is growing momentum in social studies teacher education to organize the preparation of teachers around core practices. In this symposium, we will highlight the generative nature of the emerging core practices research for the social studies teacher education community.
Sub Unit
Chair
Papers
Sketching the Landscape of Core Practices in Social Studies Education - Michael A. Neel, Vanderbilt University
Envisioning and Enacting Core Practices - Kristy Brugar, University of Oklahoma; Kathryn Roberts, Wayne State University
Using Practice-Based Pedagogies to Support Instructional Coaching in Historical Inquiry - Abby Reisman, University of Pennsylvania
Mediated, Practice-Based Education: A Tool Toward Democratizing Social Studies Teacher Education - Paul G. Fitchett, Auburn University
Teaching Core Practices: A Framework for Reflection-in-Action in Teacher Education - Lightning Jay, Binghamton University - SUNY
Cautions for Core Practices From the Ground Level of Social Studies Teacher Education - Todd Dinkelman, University of Georgia