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.
Calderwood, Patricia E.; Mazza, Morgan Aboud; Clarke, Abiah; Favano, Amy B.; Jean-Guilluame, Vonick; McNeill, Dan; and Stenerson, Carolyn
"The Conversation of Critical Practice: Pre-service Teachers As Educators for Social Justice,"
International Journal for the Scholarship of Teaching and Learning:
1, Article 16.
Available at: https://doi.org/10.20429/ijsotl.2008.020116
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.