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Transforming Social Studies Teacher Education: Teaching Civics to Adult English Language Learners
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Type
Academic journal
Author
Journal
Research Institute of Curriculum Instruction 교과교육학연구 교과교육학연구 제20권 제3호 KCI Accredited Journals
Published
2016.1
Pages
253 - 263 (11page)

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Transforming Social Studies Teacher Education: Teaching Civics to Adult English Language Learners
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As social studies teacher educators we have a responsibility to prepare future teachers who are globally aware, culturally and linguistically responsive, and pedagogically reflective. This study seeks to better understand how a collaborative practicum experience with a local immigrant English/Civics community program is preparing pre-service social studies teachers (PSSTs) for their future work with culturally and linguistically diverse (CLD) secondary school students by asking the following question: [How] does the practicum experience develop pre-service teachers’ knowledge, attitudes, and skills for becoming globally aware and culturally and linguistically responsive educators? Using a lens of global mindedness and culturally and linguistically relevant pedagogy, we analyzed and interpreted PSSTs reflections. Findings revealed that PSSTs experienced significant changes in their professional and personal growth.
#social studies education #pre-service teacher education #English Language Learners #global education #culturally and linguistically relevant pedagogy

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References (22)

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Banks, J. A. / 2004 / Diversity and citizenship education : Global perspectives / Jossey-Bass google schola Banks, J. A. / 2008 / An introduction to multicultural education / Pearson google schola Bartlett, L. / 2011 / Additive schooling in subtractive times / Vanderbilt Press google schola Antonio J. Castro / 2012 / “I Want a Multicultural Classroom”: Preparing Social Studies Teachers for Culturally Diverse Classrooms / The Social Studies 103(3):97~106 Crossref Cruz, B. / 2009 / Teaching social studies to English Language Learners / Routledge google schola

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