SOEs with SFE: Forwarding the Work of the Liberal Arts in Democratic Community

Autor/inn/en	Benchik-Osborne, Jacquelyn R.; McDonough, Susan S.; Porfilio, Brad J.
Titel	SOEs with SFE: Forwarding the Work of the Liberal Arts in Democratic Community
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 57 (2021) 6, S.587-606 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Benchik-Osborne, Jacquelyn R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2021.1919676
Schlagwörter	Liberal Arts; Democratic Values; Oral History; Teaching Methods; Learning Processes; Teacher Education Programs; Correlation; Foundations of Education; Perspective Taking; Educational Philosophy; Criticism; Schools of Education; Teacher Educators; Methods Courses; Teacher Attitudes; College Faculty; Preschool Education; Elementary Secondary Education; Higher Education; Social Justice + Suchen Sie Ihr Suchwort? Oral tradition; Mündliche Überlieferung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Korrelation; Grundlagenausbildung; Zukunftsperspektive; Bildungsphilosophie; Erziehungsphilosophie; Kritik; Erziehungswissenschaftliche Fakultät; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Methodisch-didaktische Anleitung; Lehrerverhalten; Fakultät; Pre-school education; Vorschulerziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziale Gerechtigkeit
Abstract	Twelve leading Social Foundations of Education (SFE) scholars describe their professional work in the field. The research question within this oral history study is: In what ways do SFE scholars express the importance of the Liberal Arts (LA) framework for the community of educational stakeholders in a democracy? The respondents explain the degree to which democratic teaching and learning--building voice, perspective, and point-of-view of the individual within community--supports growth in society and prepares classroom teachers to do such work. Moreover, they identify SFE as a significant field that leverages the LA framework of critique and deep thinking in teacher preparation coursework. The respondents note the importance of a strong relationship between SFE and Schools of Education (SOEs) methods faculty. They describe how SFE, with LA, advances democratic practices, essential to the work of SOE methods faculty, teachers of PreK-20+ classrooms, and the communities they serve. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01