The Conversation of Critical Practice: Pre-service Teachers As Educators for Social Justice

Authors

Patricia E. Calderwood, Fairfield UniversityFollow
Morgan Mazza
Abiah Ruel
Amy Favano
Vonick Jean-Guilluame
Dan McNeill
Carolyn Stenerson

Document Type

Article

Article Version

Publisher's PDF

Publication Date

2008

Abstract

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.

Comments

International Journal for the Scholarship of Teaching & Learning is an open, peer-reviewed, international electronic journal published twice a year by the Center for Excellence in Teaching at Georgia Southern University.

PDF freely available at: http://academics.georgiasouthern.edu/ijsotl/v2n1/articles/Calderwood_et_al/index.htm

Publication Title

International Journal for the Scholarship of Teaching & Learning

Repository Citation

Calderwood, Patricia E.; Mazza, Morgan; Ruel, Abiah; Favano, Amy; Jean-Guilluame, Vonick; McNeill, Dan; and Stenerson, Carolyn, "The Conversation of Critical Practice: Pre-service Teachers As Educators for Social Justice" (2008). School of Education and Human Development Faculty Publications. 12.
https://digitalcommons.fairfield.edu/education-facultypubs/12

Published Citation

Calderwood, P. E., Mazza , M., Ruel, A., Favano, A., Jean-Guilluame, V., McNeill, D. & Stenerson. C. (2008). The Conversation of Critical Practice: Pre-service Teachers As Educators for Social Justice. International Journal on the Scholarship of Teaching and Learning, 2, (1).

Peer Reviewed