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Why Practice-Centered Teacher Education Programs Need Social Foundations


by Michael Bowman & Isaac Gottesman March 22, 2013

This 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.


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Cite This Article as: Teachers College Record, Date Published: March 22, 2013
http://www.tcrecord.org ID Number: 17066, Date Accessed: 7/26/2014 1:06:09 AM

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About the Author
  • 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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