Abstract

Social studies scholars consider the role that schools, and in particular teachers, play in preparing young students to be active participatory citizens in a democracy. Yet, the research on teachers learning to be democratic teachers overwhelmingly focuses on the social studies methods course rather than field experiences. This study examines how teacher candidates experienced, conceptualized, and enacted democratic education while immersed in a semester-long elementary field experience in a democratic classroom. In particular, this paper focuses on two case studies which represent the most clear, as well as disparate, conceptions and enactments of democratic education; one engaged in a critical examination of society through curriculum, while the other focused on the inculcation of particular discussion and deliberation skills necessary to be an engaged democrat. While each classroom afforded the teacher candidates a thick conception of democratic education that drew on critical curriculum and pedagogy, as well as democratic skills, the teacher candidates' lived experiences and prior conceptions of democracy shaded their learning and created missed learning opportunities. Classrooms as sites of knowledge about democratic education provide robust learning opportunities for teacher candidates; however, like any transformative learning experience, those opportunities need mediation to realize their full potential.