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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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
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spelling doaj-099d7549852948548a52e76456cd8bec2020-11-24T22:21:03ZengGeorgia Southern UniversityInternational Journal for the Scholarship of Teaching and Learning1931-47442008-01-012110.20429/ijsotl.2008.020116The Conversation of Critical Practice: Pre-service Teachers As Educators for Social JusticePatricia CalderwoodMorgan MazzaAbiah ClarkeAmy FavanoVonick Jean-GuilluameDan McNeillCarolyn StenersonIn 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.https://digitalcommons.georgiasouthern.edu/ij-sotl/vol2/iss1/16Teacher educationCommunity of practiceCritical pedagogySocial justice
collection DOAJ
language English
format Article
sources DOAJ
author Patricia Calderwood
Morgan Mazza
Abiah Clarke
Amy Favano
Vonick Jean-Guilluame
Dan McNeill
Carolyn Stenerson
spellingShingle Patricia Calderwood
Morgan Mazza
Abiah Clarke
Amy Favano
Vonick Jean-Guilluame
Dan McNeill
Carolyn Stenerson
The Conversation of Critical Practice: Pre-service Teachers As Educators for Social Justice
International Journal for the Scholarship of Teaching and Learning
Teacher education
Community of practice
Critical pedagogy
Social justice
author_facet Patricia Calderwood
Morgan Mazza
Abiah Clarke
Amy Favano
Vonick Jean-Guilluame
Dan McNeill
Carolyn Stenerson
author_sort Patricia Calderwood
title The Conversation of Critical Practice: Pre-service Teachers As Educators for Social Justice
title_short The Conversation of Critical Practice: Pre-service Teachers As Educators for Social Justice
title_full The Conversation of Critical Practice: Pre-service Teachers As Educators for Social Justice
title_fullStr The Conversation of Critical Practice: Pre-service Teachers As Educators for Social Justice
title_full_unstemmed The Conversation of Critical Practice: Pre-service Teachers As Educators for Social Justice
title_sort conversation of critical practice: pre-service teachers as educators for social justice
publisher Georgia Southern University
series International Journal for the Scholarship of Teaching and Learning
issn 1931-4744
publishDate 2008-01-01
description 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.
topic Teacher education
Community of practice
Critical pedagogy
Social justice
url https://digitalcommons.georgiasouthern.edu/ij-sotl/vol2/iss1/16
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