Wide-Open Spaces: The Influence of Experiences on the Development of Social Studies Teacher Educators

• In Event: Understanding Perspectives and Experiences of Preservice and New Social Studies Teachers

Abstract

Our research sought to expand what we know about the influence of both classroom teaching experiences and the experiences/opportunities available to doctoral students on the development of social studies teacher educators. Drawing on data from a qualitative interview study, data analysis led to three specific themes. These themes are: 1. Experiences Are Varied Yet Matter Greatly; 2. Redaction of Teaching Practices is Common in Teacher Education; and 3. Always Developing, Yet Still Imposters. Together the themes highlight ways doctoral programs can improve and expand the experiences and opportunities available to future social studies teacher educators. This transition presents a powerful opportunity given the profound influence it has on the preparation of social studies teacher educators.

Authors

• Abigail Leanne Stebbins, Kent State University

• Todd S. Hawley, Kent State University