New Challenges, New Vision: Why Social Foundations and Teacher Education Partnerships Matter

Abstract

The third edition of the Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies (Standards) challenge us to envision what “a more holistic, inclusive and intellectually challenging approach to preparing educators” might look like. This article discusses how the operating principles of a teacher education program parallel the commitments for educators found in the Standards and explores why collaborative relationships between teacher education and social foundations matter. Given the current political and social climate surrounding the field of education, it is important for those of us in the field of social foundations to think outside the box.

Notes

1. The term candidates refers to GGC students who are in the teacher education program to distinguish them from the P–12 students with whom they work.