Assisting Novice Teachers With Promoting Democratic Education in the Social Studies Classroom

Authors

Rory Tannebaum, Merrimack College
Margaret Peterson, Clemson University
Molly Tierney, Clemson University

Document Type

Article

Abstract

The purpose of this essay is to provide new social studies teachers with an array of effective and plausible strategies for infusing a democratic education into their classrooms. The presented lessons are grounded in the theories and ideals taught at the university level, but they have been constructed in a practical and realistic manner as such that the often-overwhelmed teacher who is removed from their academic backgrounds can achieve the oft-referenced aims of the field of education. In this sense, the article seeks to bridge the gap between the theories and practices of social studies education and, in doing so, better prepare novice teachers to succeed in their practice. As such, the essay and its contents seek to inform the practices of novice teachers and assist them in feeling both prepared and effective as educators of the social studies.

Recommended Citation

Tannebaum, Rory; Peterson, Margaret; and Tierney, Molly (2015) "Assisting Novice Teachers With Promoting Democratic Education in the Social Studies Classroom," The Councilor: A National Journal of the Social Studies: Vol. 76: No. 2, Article 4.
Available at: https://thekeep.eiu.edu/the_councilor/vol76/iss2/4