{"title":"通过批判性历史探究培养社会研究职前教师的核心实践能力","authors":"Mathew Baker, Michael Lee Joseph","doi":"10.1108/ssrp-03-2024-0012","DOIUrl":null,"url":null,"abstract":"PurposeExamine how social studies preservice teachers conceptualize and enact critical historical inquiry.Design/methodology/approachCritical qualitative case study.FindingsDiffering conceptual understandings and had trouble infusing their practice with the critical theory learned in the university.Originality/valueExamine how a core practice is bolstering the practice-theory connection in teacher education.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"23 7","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Developing core practices of social studies preservice teachers through critical historical inquiry\",\"authors\":\"Mathew Baker, Michael Lee Joseph\",\"doi\":\"10.1108/ssrp-03-2024-0012\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"PurposeExamine how social studies preservice teachers conceptualize and enact critical historical inquiry.Design/methodology/approachCritical qualitative case study.FindingsDiffering conceptual understandings and had trouble infusing their practice with the critical theory learned in the university.Originality/valueExamine how a core practice is bolstering the practice-theory connection in teacher education.\",\"PeriodicalId\":447901,\"journal\":{\"name\":\"Social Studies Research and Practice\",\"volume\":\"23 7\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-05-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Social Studies Research and Practice\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/ssrp-03-2024-0012\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Social Studies Research and Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/ssrp-03-2024-0012","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Developing core practices of social studies preservice teachers through critical historical inquiry
PurposeExamine how social studies preservice teachers conceptualize and enact critical historical inquiry.Design/methodology/approachCritical qualitative case study.FindingsDiffering conceptual understandings and had trouble infusing their practice with the critical theory learned in the university.Originality/valueExamine how a core practice is bolstering the practice-theory connection in teacher education.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
