Preservice Elementary Teachers’ Conceptions of Social Issues and Social Action

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 2-3
  In Roundtable Session: Hidden Curricula and Emerging Discourses: Unpacking Preservice Teacher Development and Social Discourses in Social Studies Education (Table 11)

Abstract

This qualitative study explores how preservice elementary teachers conceptualize social issues and action and how their conceptions are reflected in their ideas for incorporating such in their future classrooms. Findings point to participants conceptualizing social issues as subjective and involving individual or cultural barriers. Social action was seen as an individual endeavor, such as volunteering or being aware of issues. Their ideas for teaching reflect their conceptions as they expressed helping students become aware of issues and understand others’ lives. These findings point to the importance of examining social issues and action within teacher preparation courses, with emphasis needed on how institutional barriers play a role in social issues and how forms of social action can address such barriers.

Author

• Jessica Zaker, Alma College