Parsing the Purposes Behind Practice and Approximations: A Framework for Reflection-in-Action in Teacher Education

• In Event: Purposeful Equity Work: Centering Intersectional Perspectives and Practices in Teacher Education

Abstract

This literature review considers the competing epistemologies within the field of social studies teacher education research. I analyzed 90 articles published between 2009 and 2019 through the lens of divisions between “traditional,” “disciplinary,” and “critical” strands of social studies research, which rely on distinct visions of social studies, learning theories, and research methodologies. Results show the literature dominated by disciplinary and critical stands. Reconsidering social studies teacher education as a field containing two divergent research agendas, this review maps the fault lines defining the field and explores how it might respond to those divisions in ways that are meaningful for researchers, students, and practitioners.

Author

• Lightning Jay, Binghamton University - SUNY