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Why Practice-Centered Teacher Education Programs Need Social Foundations by Michael Bowman & Isaac Gottesman — March 22, 2013This commentary argues that the sociocultural learning theory underpinning practice-centered teacher preparation programs necessitates social foundations coursework. Thus, the issue of social foundations in practice-centered programs is not if social foundations is necessary; rather, the issue is what foundations will look like in our teacher preparation programs.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Michael Bowman
University of Washington, Seattle
MICHAEL BOWMAN is a doctoral candidate in social foundations of education at the University of Washington, Seattle. His scholarship focuses on the historical intersections of urban educational policy and metropolitan planning as well as contemporary strategies that link teachers to community organizations.
- Isaac Gottesman
Iowa State University
E-mail Author
ISAAC GOTTESMAN is an assistant professor in the School of Education at Iowa State University. His research primarily focuses on the history of education as an academic field of study, particularly the history critical educational scholarship, and the role of social foundations in teacher preparation.
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