This qualitative study investigates the ability of teachers that have completed their clinical experience—i.e., teacher preparation—in a school grounded in Deweyan theory to maintain a democratic practice. As such, the study focused on educators that were graduates of a school-university partnership program, known as CARE—Creating Active, Reflective Educators. Data were collected to address the following research question: “To what extent can former CARE students practice democratic education in their current public-school teaching environment?” Interviews conducted with current school teachers and leaders that were former CARE program students. Responses were audio-recorded and transcribed, then coded and organized into thematic units to report findings.
Hess, M. E.
, Lowery, C. L.
, Fewell, C. J.
, Zaher, G.
Democratic Teacher Preparation and Praxis: Creating Active, Reflective Educators (CARE).
Democracy and Education,
(1), Article 1.
Available at: https://democracyeducationjournal.org/home/vol29/iss1/1