ERIC Number: ED236070
Record Type: RIE
Publication Date: 1982-Nov
Reference Count: 0
A High Intensity Social Studies Program in a Clinical Setting for Teacher Education Students.
Dibella, Maria F.; Fitzgerald, John D.
A social studies elementary teacher education program at Phillips Institute of Technology in Australia is described. The program, which places students in charge of teaching a 9-week social studies unit, is recommended as an alternative to the conventional lecture method. The paper is divided into discussion of five aspects of the course: objectives, implementation, student requirements, problems, and evaluation. The course's primary objectives are to create a supportive learning experience and to help students learn by doing, develop discussion skills, and analyze personal performance. Prerequisites for program implementation are outlined, including selecting a suitable curriculum unit and finding an agreeable elementary school placement. The major components of the student assignment are to plan and teach a 1-hour lesson per week, to participate in weekly discussion groups, and to keep a journal. Rationale underlying each of these requirements is explained. Major pitfalls, centering around student inexperience, include inadequate basic skills, tension, and lack of a model. The overall success of the program is assessed on the basis of student and faculty feedback. A 14-item bibliography is included. (LP)
Descriptors: Comparative Education, Curriculum Enrichment, Elementary Education, Field Experience Programs, Foreign Countries, Higher Education, Methods Courses, Program Descriptions, Program Development, Program Improvement, Social Studies, Student Teaching, Teacher Education Curriculum, Teacher Education Programs, Teaching Experience
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Identifiers: Australia (Melbourne)
Note: Paper presented at the Annual Conference of the National Council for the Social Studies (Boston, MA, November, 1982).