ERIC Number: ED360278
Record Type: RIE
Publication Date: 1993-Apr-16
Effects of Institutional Forces on Novice Social Studies Teachers' Curricular Decision-Making.
Ross, E. Wayne; Jenne, Joel
This study, which examined the curricular decision making of student teachers, links research on the socialization of preservice teacher education with work focusing on socialization in the workplace. Interviews were conducted with four student teachers during their student teaching experience and 1 year after it. Curriculum materials used by the participants were examined, and some participants were observed teaching. The study found that: (1) the influence of particular institutional forces upon student teacher decision making is filtered through the cooperating teachers; (2) opportunities for significant student teacher curriculum decision making are severely limited; and (3) the school context discourages reflective approaches to teaching and incorporation of action research techniques. The study concludes that conception and execution of curriculum decisions are separated in practice for many student teachers. Therefore, student teachers do not experience important opportunities nor institutional pressures for personal decision making in the classroom. (Contains 22 references.) (JDD)
Descriptors: Academic Freedom, Action Research, Case Studies, Curriculum Development, Decision Making, Educational Environment, High Schools, Higher Education, Influences, Institutional Environment, Organizational Climate, Preservice Teacher Education, Social Studies, Socialization, Student Teachers, Student Teaching, Teacher Attitudes
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).