000			01477nam a22001937a 4500
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008			250117b |||||||| |||| 00| 0 eng d
040			_cLDD
100			_aKang, Hosun
245			_aTeacher educators’ understanding of and activities for preparing preservice teachers to Teach for social transformation in K-12 educational settings
260			_aElsevier, 2024
300			_bp. 1-17
490			_aAn International Journal Of Research And Studies _vVol. 148
500			_aThis study explores teacher educators' (TEs) understanding of and pedagogical activities for preparing preservice teachers to teach for social transformation in K-12 educational settings. The participants were 17 TEs at a university-based teacher education program in the United States. Data were interviews, teaching artifacts, and observations. Using ideology-in-pieces framework (Philip, 2011), TEs' complex sensemaking and their enactments are analyzed focusing on cognitive, social and structural dimensions. The analyses reveal TE's uneven attention to structural dimension as well as the roles of their professional interactions and membership. Implications for providing programmatic, intentional, and coordinated experiences for preservice teachers are discussed.
650			_aTeacher Educators
700			_aLee, Jiwon
856			_yclick here to access online _uhttps://www.sciencedirect.com/science/article/pii/S0742051X24002439
942			_2ddc _cARTICLES
999			_c194411 _d194411