Democratic teacher education in elementary classrooms – Learning about, through, and for thick democracy

摘要: Abstract Social studies scholars consider the role that schools, and in particular teachers, play preparing young students to be active participatory citizens a democracy. Yet, research on teachers learning democratic overwhelmingly focuses social methods course rather than field experiences. This study examines how teacher candidates experienced, conceptualized, enacted education while immersed semester-long elementary experience classroom. In particular, this paper two case which represent most clear, as well disparate, conceptions enactments of education; one engaged critical examination society through curriculum, other focused inculcation discussion deliberation skills necessary an democrat. While each classroom afforded thick conception drew curriculum pedagogy, skills, candidates׳ lived experiences prior democracy shaded their created missed opportunities. Classrooms sites knowledge about provide robust opportunities for candidates; however, like any transformative experience, those need mediation realize full potential.