Heterogeneous Teacher Recruitment and Social Studies Didactics: Bringing the Sociology of Education Back In.

Autor/in	Szukala, Andrea
Titel	Heterogeneous Teacher Recruitment and Social Studies Didactics: Bringing the Sociology of Education Back In.
Quelle	In: Journal of social science education, 11 (2012) 2, S. 39-59Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anmerkungen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293
DOI	10.4119/UNIBI/jsse-v11-i2-1199
Schlagwörter	Empirische Untersuchung; Schule; Lehrerausbildung; Multikultureller Unterricht; Biografisches Lernen; Stadt; Sozialwissenschaftlicher Unterricht; Personalbeschaffung; Professionalisierung; Berufswahl; Heterogenität; Deutschland
Abstract	This article contributes to a newer debate in teacher education research regarding the professionalization for the work in multicultural urban classrooms. In a social studies didactics' perspective teacher-learnermismatch seems to be an important factor influencing the ability to construct meaningful social studies learning environments - and thus represents an important challenge for the education of future teachers in our domain. But what are the social origins of diverse teacher professional identities in the social studies domain? This article refers to a biographical narrative study on teacher students from very heterogeneous backgrounds exploring their basic beliefs and attitudes towards becoming a social studies teacher (Original übernommen).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2013/1