The Conversation of Critical Practice: Pre-service Teachers As Educators for Social Justice

The Conversation of Critical Practice: Pre-service Teachers As Educators for Social Justice

In this paper we examine aspects of the construction of authentic membership, competence, and sense of shared purpose within a professional community of educators accomplished by a class of pre-service teachers during a spontaneous electronic conversation. Implications for teacher education are cons...

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Bibliographic Details
Main Authors: Patricia Calderwood, Morgan Mazza, Abiah Clarke, Amy Favano, Vonick Jean-Guilluame, Dan McNeill, Carolyn Stenerson
Format: Article
Language:English
Published: Georgia Southern University 2008-01-01
Series:International Journal for the Scholarship of Teaching and Learning
Subjects:
Teacher education
Community of practice
Critical pedagogy
Social justice
Online Access:https://digitalcommons.georgiasouthern.edu/ij-sotl/vol2/iss1/16
Description
Summary:In this paper we examine aspects of the construction of authentic membership, competence, and sense of shared purpose within a professional community of educators accomplished by a class of pre-service teachers during a spontaneous electronic conversation. Implications for teacher education are considered.
ISSN:1931-4744

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