ERIC Number: ED316461
Record Type: Non-Journal
Publication Date: 1989-Nov-10
Reference Count: N/A
Preferred Modes of Inquiry among Prospective Social Studies Teachers: The Implications for Preparing Reflective Practitioners.
In order to make intelligent decisions concerning the implementation of reflectively based teacher education programs, educators need to develop a richer, more precise empirical knowledge of the cognitive abilities and orientations of prospective social studies teachers. Research suggesting inferior intellectual capabilities of the faculty and students in schools of education has focused on central tendency while neglecting range, which indicates that higher ability students are attracted to teaching. This investigation used the Harrison Bramson Inquiry Modes Questionnaire to measure the cognitive styles of prospective teachers. Five preferred styles were measured: synthesist, idealist, pragmatist, analyst, and realist. Attitudes toward educational practice were measured using the Education Scale along two dimensions: traditionalism and progressivism. Questionnaires were administered to 132 secondary education majors in social studies, English, mathematics, and science. There were no great differences among social studies majors and those in other subject fields; however, there were differences between higher and lower achieving social studies majors. Additionally, students with a progressive view of education scored higher on synthesism. In general, respondents showed no particular proclivity for specific modes of inquiry, suggesting that future research is needed. A 12-item bibliography, three figures, and four tables are included. (Author/AS)
Descriptors: Cognitive Measurement, Cognitive Style, Critical Thinking, Education Majors, Social Studies, Teacher Characteristics, Teacher Education, Teacher Education Curriculum, Teacher Educators, Teachers
College of Education, The University of Alabama, Tuscaloosa, Alabama 35487-0231.
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A