Transforming social studies teacher education: Teaching civics to adult English language learners

Abstract

Abstract As social studies teacher educators we have a responsibility to prepare future teachers who are globally aware, culturally and linguistically responsive, and pedagogically reflective. This study seeks to better understand how a collaborative practicum experience with a local immigrant English/Civics community program is preparing pre-service social studies teachers (PSSTs) for their future work with culturally and linguistically diverse (CLD) secondary school students by asking the following question: [How] does the practicum experience develop pre-service teachers’ knowledge, attitudes, and skills for becoming globally aware and culturally and linguistically responsive educators? Using a lens of global mindedness and culturally and linguistically relevant pedagogy, we analyzed and interpreted PSSTs reflections. Findings revealed that PSSTs experienced significant changes in their professional and personal growth.