ERIC Number: ED280812
Record Type: RIE
Publication Date: 1987-Apr
Processes of Perspective Development among Preservice Social Studies Teachers.
Ross, E. Wayne
This study was undertaken to investigate the formation and development of preservice social studies teachers' perspectives and the relative roles of a preservice teacher education program and the individual in this process. An individual's teaching perspective is a way of thinking and acting in a teaching situation. Examples of teaching perspectives were obtained through interviews with 25 social studies education majors at a major midwestern university. Analysis of the data supported the hypothesis that preservice teachers' perspectives are the product of a dialectial process of professional socialization. The influence of social structural variables, such as teacher education course work and field experiences, was found to be marginal and did not produce deep internal changes in the belief systems of the participants. Preservice teachers actively resisted constraints placed upon them by social structural variables. The participants were found to be active mediators in their relationships with socializing institutions as represented by the schools and university teacher education. The active role of the individual in the development of a teaching perspective was illustrated through the employment of four strategies: (1) role-playing; (2) selective role-modeling; (3) impression management; and (4) self-legitimation. (Author)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, Washington, DC, April 20-24, 1987).