This paper examines the use of social perspective-taking as learning in an education course in an undergraduate teacher education program. Using curriculum documents, student writing, field notes, faculty journals, and focus group interviews, the study identified the foundational/multicultural content understandings and the emotional responses that social perspective-taking activities promoted. Implications of social perspective-taking in teacher education courses and broader programmatic questions about social perspective-taking pedagogy for teaching and learning are addressed.
Teacher Education Quarterly
Special Online Edition
Required Publisher's Statement
Burant, T. J. & Rios, F. A. (2010). Seeing you, seeing me: Social perspective-taking as learning. Teacher Education Quarterly, Special Online Edition. Retrieved from http://teqjournal.org/rios.html
© 2010 by Caddo Gap Press
Burant, Terry J. and Rios, Francisco, "Seeing You, Seeing Me: Social Perspective-Taking as Learning" (2010). Woodring College of Education. Paper 15.