The Conversation of Critical Practice: Pre-service Teachers As Educators for Social Justice

Authors

Patricia E. Calderwood, Fairfield UniversityFollow
Morgan Aboud Mazza, Fairfield UniversityFollow
Abiah Clarke, Fairfield UniversityFollow
Amy B. Favano, Fairfield UniversityFollow
Vonick Jean-Guilluame, Fairfield UniversityFollow
Dan McNeill, Fairfield UniversityFollow
Carolyn Stenerson, Fairfield UniversityFollow

Abstract

In this paper we examine aspects of the construction of authentic membership, competence, and sense of shared purpose within a professional community of educators accomplished by a class of pre-service teachers during a spontaneous electronic conversation. Implications for teacher education are considered.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Calderwood, Patricia E.; Mazza, Morgan Aboud; Clarke, Abiah; Favano, Amy B.; Jean-Guilluame, Vonick; McNeill, Dan; and Stenerson, Carolyn (2008) "The Conversation of Critical Practice: Pre-service Teachers As Educators for Social Justice," International Journal for the Scholarship of Teaching and Learning: Vol. 2: No. 1, Article 16.
Available at: https://doi.org/10.20429/ijsotl.2008.020116