My research explores three questions related to teacher education broadly, and social studies teacher education specifically: (1) How do novice teachers develop as justice-oriented practitioners across their experiences in teacher education courses/ practicum and student teaching experiences? (2) What teacher education pedagogies, spanning practice-based, justice-oriented, and context-specific approaches, support this development? (3) How we democratize teacher education by positioning key stakeholders-- especially youth, families and community members, and local teachers-- to co-participate in teacher education?
keywords
social justice, practice-based teacher education, youth participatory teacher education, social studies education
