Reifying the Ontology of Individualism at the Expense of Democracy: An Examination of University Supervisors' Written Feedback to Student Teachers

Autor/inn/en	Ritter, Jason K.; Powell, Dave; Hawley, Todd S.; Blasik, Jessica
Titel	Reifying the Ontology of Individualism at the Expense of Democracy: An Examination of University Supervisors' Written Feedback to Student Teachers
Quelle	In: Teacher Education Quarterly, 38 (2011) 1, S.29-46 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Feedback (Response); Student Teachers; Democracy; Citizenship Education; Values; Social Studies; Teaching Methods; Teacher Student Relationship; Democratic Values; Student Teacher Supervisors; Social Values; Cultural Influences; Whites; Cooperation; Power Structure + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Demokratie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Wertbegriff; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Sozialer Wert; Cultural influence; Kultureinfluss; White; Weißer; Co-operation; Kooperation
Abstract	Despite persistent questions about the nature and purpose of social studies education in the United States, there exists general agreement that social studies should be about democratic citizenship. But much depends on how individuals view democracy, and the extent to which they think it has been, or could be, realized through education. This dimension of social studies education, and, indeed, of education in general, poses unique challenges to those involved in teacher preparation. This study considers some of these challenges as they relate to one relatively unexamined area of teacher education practice--the written feedback provided to student teachers by their university supervisors. While the authors recognized some of the limitations of the locus for their study, they also believed that using a Deweyan perspective to examine their feedback would not only shed useful light on social studies education for democratic citizenship but could also "be extended profitably to every subject in the curriculum". In this article, the authors first provide a brief overview of the conceptions of democratic citizenship education germane to social studies in the U.S. context. Then, they discuss the role of cultural values in influencing educational aims. Next, they detail the objectives of the study and the methods used to analyze the data. Finally, they conclude by presenting their findings and discussing their implications for current practice and future research endeavors in social studies education. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10