Becoming Whole Language Teachers and Social Justice Agents: Pre-service Teachers Inquire with Sixth Graders

Becoming Whole Language Teachers and Social Justice Agents: Pre-service Teachers Inquire with Sixth Graders

As we strive to help pre-service teachers understand both why and how to teach for social justice, we face the challenge of making whole language teaching less abstract and intangible. Frequently pre-service teachers understand the principles of teaching for social justice but have no sense of how t...

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Bibliographic Details
Main Authors: Monica Taylor, Gennifer Otinsky
Format: Article
Language:English
Published: International Association of Educators 2007-05-01
Series:International Journal of Progressive Education
Subjects:
pre-service teachers
whole language
K-12 schools
Online Access:http://www.inased.org/v3n2/monicagennifer.html
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spelling doaj-85091eac4c5d44abb99e258d82eb24ea2020-11-25T01:24:57ZengInternational Association of EducatorsInternational Journal of Progressive Education1554-52102007-05-01326882Becoming Whole Language Teachers and Social Justice Agents: Pre-service Teachers Inquire with Sixth GradersMonica TaylorGennifer OtinskyAs we strive to help pre-service teachers understand both why and how to teach for social justice, we face the challenge of making whole language teaching less abstract and intangible. Frequently pre-service teachers understand the principles of teaching for social justice but have no sense of how to infuse them into their teaching. They accept that these theories can be utilized in their education courses but they are doubtful that they would work successfully with children or even be accepted in K-12 school environments. http://www.inased.org/v3n2/monicagennifer.htmlpre-service teacherswhole languageK-12 schools
collection DOAJ
language English
format Article
sources DOAJ
author Monica Taylor
Gennifer Otinsky
spellingShingle Monica Taylor
Gennifer Otinsky
Becoming Whole Language Teachers and Social Justice Agents: Pre-service Teachers Inquire with Sixth Graders
International Journal of Progressive Education
pre-service teachers
whole language
K-12 schools
author_facet Monica Taylor
Gennifer Otinsky
author_sort Monica Taylor
title Becoming Whole Language Teachers and Social Justice Agents: Pre-service Teachers Inquire with Sixth Graders
title_short Becoming Whole Language Teachers and Social Justice Agents: Pre-service Teachers Inquire with Sixth Graders
title_full Becoming Whole Language Teachers and Social Justice Agents: Pre-service Teachers Inquire with Sixth Graders
title_fullStr Becoming Whole Language Teachers and Social Justice Agents: Pre-service Teachers Inquire with Sixth Graders
title_full_unstemmed Becoming Whole Language Teachers and Social Justice Agents: Pre-service Teachers Inquire with Sixth Graders
title_sort becoming whole language teachers and social justice agents: pre-service teachers inquire with sixth graders
publisher International Association of Educators
series International Journal of Progressive Education
issn 1554-5210
publishDate 2007-05-01
description As we strive to help pre-service teachers understand both why and how to teach for social justice, we face the challenge of making whole language teaching less abstract and intangible. Frequently pre-service teachers understand the principles of teaching for social justice but have no sense of how to infuse them into their teaching. They accept that these theories can be utilized in their education courses but they are doubtful that they would work successfully with children or even be accepted in K-12 school environments.
topic pre-service teachers
whole language
K-12 schools
url http://www.inased.org/v3n2/monicagennifer.html
work_keys_str_mv AT monicataylor becomingwholelanguageteachersandsocialjusticeagentspreserviceteachersinquirewithsixthgraders
AT genniferotinsky becomingwholelanguageteachersandsocialjusticeagentspreserviceteachersinquirewithsixthgraders
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