Structure, Citizenship, and Professionalism: Exploring Rationale Development as Part of Graduate Education in Social Studies
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| Title: | Structure, Citizenship, and Professionalism: Exploring Rationale Development as Part of Graduate Education in Social Studies |
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| Language: | English |
| Authors: | Hawley, Todd S., Pifel, A. Robert, Jordan, Adam W. |
| Source: | Journal of Social Studies Research. Sum 2012 36(3):245-262. |
| Availability: | International Society for the Social Studies. University of Central Florida College of Education, Suite 123M P.O. Box 161250, Orlando, FL 32816. e-mail: ISSS@mail.ucf.edu; Web site: http://www.TheISSI.org |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Experienced Teachers, Social Studies, Graduate Study, Graduate Students, Teacher Educators, Interviews, Professional Identity, Citizenship Education, Citizenship Responsibility, Values, College Faculty, Preservice Teachers |
| ISSN: | 0885-985X |
| Abstract: | This article details an interpretive, qualitative interview study that explored rationales developed by seven social studies graduate students, all experienced teachers, at a large Midwestern university. Interviews revealed three common themes regarding the influence of the rationale development process. The three themes were: providing structure, connecting purpose and practice, and improving professionalism. The themes demonstrate the complex nature of articulating a sense of purpose, even for experienced teachers. While similar, there were considerable differences in the ways the participants conceptualized their purposes. Untangling these differences has implications for social studies teacher educators interested in integrating rationale development into their work with experienced teachers. |
| Abstractor: | As Provided |
| Number of References: | 26 |
| Entry Date: | 2013 |
| Access URL: | https://www.thejssr.com/ |
| Accession Number: | EJ1006532 |
| Database: | ERIC |
| Abstract: | This article details an interpretive, qualitative interview study that explored rationales developed by seven social studies graduate students, all experienced teachers, at a large Midwestern university. Interviews revealed three common themes regarding the influence of the rationale development process. The three themes were: providing structure, connecting purpose and practice, and improving professionalism. The themes demonstrate the complex nature of articulating a sense of purpose, even for experienced teachers. While similar, there were considerable differences in the ways the participants conceptualized their purposes. Untangling these differences has implications for social studies teacher educators interested in integrating rationale development into their work with experienced teachers. |
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| ISSN: | 0885-985X |
