ERIC Number: ED276674
Record Type: RIE
Publication Date: 1986
Reference Count: 0
Becoming a Social Studies Teacher: Teacher Education and the Development of Preservice Teacher Perspectives.
Ross, E. Wayne
The factors that influence the formation and development of teacher perspectives among preservice social studies teachers were studied. Answers were sought to two questions: (1) what linkages exist between the development of teacher perspectives and the experiences provided by university teacher education?; and (2) what role does the individual play in the construction of a teacher perspective? Among the findings were support for the hypothesis that teacher socialization is a dialectical process involving three interacting sets of variables (personal, institutional, and the interaction between the two); that course work is less useful than field experience; that a high value is placed upon the apprenticeship of observation; and that teacher educators should provide opportunities for study and application of action research methods. Among the several recommendations arising from the study are that the active role of the individual in mediating the curriculum of teaching can no longer be ignored and that providing preservice teachers with the initial tools for professional growth and a support network for continued growth are important steps toward the goal of excellence in the schools. Thirty-three references are provided. (TRS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the College and University Faculty Assembly of the Annual Meeting of the National Council for the Social Studies (New York, NY, November, 1986).