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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.

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Teacher Education Quarterly


Special Online Edition

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Burant, T. J. & Rios, F. A. (2010). Seeing you, seeing me: Social perspective-taking as learning. Teacher Education Quarterly, Special Online Edition. Retrieved from

© 2010 by Caddo Gap Press


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