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ERIC Number: ED200384
Record Type: RIE
Publication Date: 1981-Apr-17
Pages: 13
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Pre-Service Intern Perceptions Regarding the Nature of Social Studies Education: The Rural Respondent.
Melvin, Emily A.; And Others
Social studies teachers at all levels are confused about the nature and purpose of social studies. Pre-service teachers (260) enrolled in undergraduate methods courses in four universities (University of Maine, Auburn University, Texas Tech University, Eastern Montana College) were surveyed to determine their perceptions of the purpose of social studies and the effect of background variables on those perceptions. Although significant differences occurred sporadically throughout the data, pre-service teachers generally preferred the reflective inquiry approach to social studies over that of social studies as citizenship transmission or as social science; this contradicted expectations and previous findings on perceptions of experienced teachers. Older students supported the reflective inquiry approach more strongly, while rural students were less positive toward non-traditional instructional approaches and may have greater needs for structure. Students majoring in early childhood education, elementary education or secondary education tended to prefer the social science approach. Geographical background had no correlation to perceptions of pre-service teachers, suggesting that confusion regarding social studies is a nationwide phenomenon. Research recommendations included: studying the influences of classroom supervising teachers, curriculum materials, and the predispositions of methods instructors; and tracing the philosophical development of students to the implementation of their philosophy in the classroom. (SB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Alabama; Maine; Montana; Texas
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 17, 1981).