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1 – 1 of 1Mathew Baker and Michael Lee Joseph
Examine how social studies preservice teachers conceptualize and enact critical historical inquiry.
Abstract
Purpose
Examine how social studies preservice teachers conceptualize and enact critical historical inquiry.
Design/methodology/approach
Critical qualitative case study.
Findings
Differing conceptual understandings and had trouble infusing their practice with the critical theory learned in the university.
Originality/value
Examine how a core practice is bolstering the practice-theory connection in teacher education.
Details