An Examination of Middle Level Teacher Education: Theoretical Influences and Implications for the Field
Location
Session 4 Presentations - Social Justice
Proposal Track
Research Project
Session Format
Presentation
Abstract
First introduced is the need to improve the quality of middle grades teacher preparation programs and demonstrates the responsibility that teacher educators have in this role. The author then examines the work of significant educational theorists, and makes connections to possibilities for the improvement of teacher education courses. A central theme is an ardent belief in social justice based education and the pursuit of a more equitable world. Next, she examines the benefits of implementing these ideas, and argues that they should be seriously considered for the benefit of teacher candidates, school aged students and American society. Finally it synthesizes the author’s explorations of the course readings with her aspiration to work in the field of middle level teacher education.
Keywords
teacher education, middle level education, educational theorists, critical pedagogy, middle school concept
Professional Bio
Maggie Perkins is a doctoral student at the University of Georgia, enrolled in the Educational Theory and Practice department. She is widely interested in teacher education, particularly in connection to middle level education in schools, social justice and equity seeking programs and working with teacher candidates.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Perkins, Megan O., "An Examination of Middle Level Teacher Education: Theoretical Influences and Implications for the Field" (2021). Georgia Educational Research Association Conference. 75.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/75
An Examination of Middle Level Teacher Education: Theoretical Influences and Implications for the Field
Session 4 Presentations - Social Justice
First introduced is the need to improve the quality of middle grades teacher preparation programs and demonstrates the responsibility that teacher educators have in this role. The author then examines the work of significant educational theorists, and makes connections to possibilities for the improvement of teacher education courses. A central theme is an ardent belief in social justice based education and the pursuit of a more equitable world. Next, she examines the benefits of implementing these ideas, and argues that they should be seriously considered for the benefit of teacher candidates, school aged students and American society. Finally it synthesizes the author’s explorations of the course readings with her aspiration to work in the field of middle level teacher education.
