ERIC Number: ED134493
Record Type: RIE
Publication Date: 1976-Nov
Social Studies Student Teachers--What Do They Really Learn?
Fink, Cecelia H.
The teaching experiences of 25 student teachers of secondary social studies from Towson State University, Baltimore, Maryland, were investigated to determine if and why they were valuable experiences. Three kinds of data were compiled and evaluated during the ten-week student teaching experience. Student teachers kept records of their daily experiences and reactions in the classroom; supervising teachers and student teachers completed questionnaires; and an on-site observer watched, listened to, questioned, and noted classroom activity. The major finding indicated that student teachers became significantly more custodial toward pupils during their classroom experience. Pupil control was equated by the supervisors with ability to teach. Student teachers were evaluated on control of the classroom rather than for conveying the subject matter, getting pupils involved, or helping students develop concepts and skills. Also, positive evaluations were written about teaching behavior, even though supervisors spent little time observing student teachers. Thus, it was determined that student teachers learned how to control pupils and model after their supervisors, but not how to effect teaching methods learned in their teacher education programs. Recommendations are made for making the student teaching experience more positive, such as rewriting evaluation forms to demand more observation by supervisors of teaching behavior. Appendices contain the questionnaires and log forms. (ND)
Descriptors: Classroom Techniques, Discipline, Educational Research, Higher Education, Lesson Observation Criteria, Practicum Supervision, Preservice Teacher Education, Program Evaluation, Questionnaires, Secondary Education, Social Studies, Student Teachers, Student Teaching, Teacher Education, Teacher Evaluation, Teaching Experience, Teaching Methods
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council for the Social Studies (Washington, D.C., November 4-7, 1976) ; Some pages of the appendix may be marginally legible due to print quality of the original