ERIC Number: ED290700
Record Type: RIE
Publication Date: 1987-Apr
Reference Count: N/A
Learning To Teach Social Studies: Case Studies of Chris and Cathy.
The problem beginning secondary school teachers face in bridging the knowledge gap between the subject discipline studied in college and the content that must be taught to high school students is analyzed in this study. To demonstrate this problem and follow the progressive steps taken to partially solve it, case studies are presented of two social science majors learning to become social studies teachers. This process required a shift from a single disciplinary perspective to an interdisciplinary one. The problem raises issues fundamental to research on teacher education: (1) How do student teachers (learning to become high school teachers) bridge the gap between the discipline they studied in college and the high school subject they have to teach? (2) What is that bridge made of? and (3) How do prospective student teachers develop an interdisciplinary perspective? These questions are addressed by exploring the transformation of two anthopologists, "Cathy" and "Chris," into high school social studies teachers. It is suggested that this process involves the building of pedagogical content knowledge, which is a special amalgam of content and pedagogy and is unique to teachers and teaching. Data collected over a 12-month period consisted of transcribed interviews, observational data, and documents collected in the field. (JD)
Descriptors: Attitude Change, Cognitive Structures, Higher Education, Instructional Improvement, Intellectual Disciplines, Interdisciplinary Approach, Pedagogical Content Knowledge, Preservice Teacher Education, Professional Development, Secondary Education, Secondary School Teachers, Teacher Effectiveness, Teacher Interns
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Spencer Foundation, Chicago, IL.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).