Enhancing Understanding of Social Responsibility through Intentional Teacher Education Programming: A Profession's Imperative

Autor/in	Miels, Jill C.
Titel	Enhancing Understanding of Social Responsibility through Intentional Teacher Education Programming: A Profession's Imperative
Quelle	In: Teacher Education and Practice, 24 (2011) 3, S.327-329 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Stellungnahme; Teacher Education; Teacher Education Programs; Citizen Participation; Social Responsibility; Curriculum Implementation; Educational Practices + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Soziale Verantwortung; Bildungspraxis
Abstract	Universities are central to promoting the idea of civic engagement. As for teacher education programs, the author believes that civic engagement is the ultimate outcome for the profession. She argues that civic engagement should be the responsibility of every individual, but often it rests solely on the shoulders of classroom teachers. In offering her interpretation of civic engagement as it relates to teacher education, the author proposes that the term is widely implemented in teacher preparation programs and is defined even more widely, which of course affects its implementation. Furthermore, in contemplating the deeply rooted beliefs that have been part of American social doctrine since the country's inception, she finds that civic engagement appears as a unifying theme over and over again. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10