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ERIC Number: ED215951
Record Type: RIE
Publication Date: 1982-Mar
Pages: 36
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Elementary School Social Studies: The Development of Student Teacher Perspectives.
Adler, Susan A.
This paper reports the preliminary findings of a study of the perspectives of four student teachers toward social studies teaching in the elementary classroom. Perspectives are defined and profiles of the student teacher observed. The study focuses on three questions: What conceptions of social studies did these student teachers hold at the start of their field experience semester? What were their perspectives toward social studies during their student teaching experience? and What factors influenced the development of these perspectives? The four student teachers were chosen from an elementary teacher program at a large midwestern university through recommendations of professors and the use of an inventory designed to determine students' views on teaching issues. Data were collected over three months from a series of at least four observations in the social studies classroom, six personal interviews, an interview with the cooperating teacher, and results from several instruments. Conclusions drawn from the study showed student teachers' perspectives of social studies teaching cannot be understood separately from their perspectives on teaching and learning in general and the goals they set for themselves and their class. Also, each student teacher defines his or her student teaching situation in a particular way. An implication of the study is that research on teaching should focus on what teachers think and how this interacts with their teaching behavior. (Author/NE)
Publication Type: Reports - Research; Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March, 1982).