ERIC Number: ED051006
Record Type: RIE
Publication Date: 1970-Jun-22
Reference Count: 0
A Review of the Research on Pre-Service Social Studies Secondary Teacher Education.
This report is a compilation and review of research done in the United States in the last 8 years. Believing that it is necessary to have teachers who can empathize and cope with classroom manifestations of constitutional rights, civil rights, unemployment, war and violence the author investigates 3 categories of teacher training: curriculum content, professional knowledge, classroom skills and behavior. Citing various studies and exploring the "curriculum by textbook" phenomena some conclusions are: 1) methods courses must concentrate on classroom dynamics and be less preoccupied with teacher knowledge, authority, and conformity: 2) it is not the amount of knowledge but new behavior (alternative roles and attitudes) that is most important; 3) teacher education should develop inquiry, discovery, and critical thinking capacities; 4) training should include different teaching techniques and attention to selection and testing of new materials; 5) schools must offer an educational environment that is a microcosm of modern changing society; and, 6) the educational program will have an appreciable influence on students outlook, including political attitudes, values, and beliefs when controversy is allowed and critical thinking encouraged. Detailed findings of a California survey related to teacher training and contemporary issues connected with the Bill of Rights and our legal system are also included. (Author/JSB)
Descriptors: Behavioral Objectives, Civil Liberties, Classroom Environment, Controversial Issues (Course Content), Democratic Values, Educational Change, Educational Research, Inquiry, Methods Courses, Political Socialization, Preservice Teacher Education, Relevance (Education), Secondary Education, Social Studies, Teacher Education, Teacher Education Curriculum, Teacher Role, Teaching Methods, Teaching Skills, Values Education
Publication Type: N/A
Education Level: N/A
Authoring Institution: Constitutional Rights Foundation, Los Angeles, CA.
Identifiers: Bill of Rights