A Transdisciplinary Approach to Teacher Preparation: Providing Equitable Access for All Students to Learn Social Studies Content, Skills, and Processes

Autor/inn/en	Mueller Worster, Anneliese; Rohde, Leigh
Titel	A Transdisciplinary Approach to Teacher Preparation: Providing Equitable Access for All Students to Learn Social Studies Content, Skills, and Processes
Quelle	In: Social Studies, 111 (2020) 4, S.205-218 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mueller Worster, Anneliese) ORCID (Rohde, Leigh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2020.1736489
Schlagwörter	Interdisciplinary Approach; Guidelines; Social Studies; Pedagogical Content Knowledge; Critical Theory; Teaching Methods; Access to Education; Social Justice; College Faculty; Teacher Educators; Teacher Education Programs; Methods Courses; Case Studies; Theory Practice Relationship; Equal Education; Elementary School Teachers; Preservice Teachers; Educational Change; Team Teaching; Lesson Plans; Assignments + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Richtlinien; Gemeinschaftskunde; Pädagogische Kompetenz; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Access; Bildung; Zugang; Bildungszugang; Soziale Gerechtigkeit; Fakultät; Teacher education; Lehrerausbildung; Lehrerbildung; Methodisch-didaktische Anleitung; Case study; Fallstudie; Case Study; Theorie-Praxis-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsreform; Teamteaching; Lesson planning; Unterrichtsplanung; Assignment; Auftrag; Zuweisung
Abstract	Contextualized in the critical pedagogies of universal design for learning (UDL) and social justice education, our study aimed to equip teacher candidates (TCs) to provide students with equitable access to learning social studies content knowledge, skills, and processes as a way to equally empower all students to be civically engaged, and thus to disrupt the social reproduction of empowering privileged students and disempowering marginalized ones in the public schools. An earlier study indicated that our TCs did not transfer or generalize the UDL framework from foundation courses to subsequent classes or in practice. This case study describes how and in what ways elementary education faculty used a transdisciplinary approach, integrating the UDL framework taught in the foundation's course into a social studies methods course to facilitate TCs' continued learning and application of theory into practice. The results of this case study suggest that TCs that TCs had not yet internalized the UDL framework or critical consciousness and that these must be intentionally transferred and generalized to new coursework by the faculty on a consistent, ongoing basis. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01