ERIC Number: ED388650
Record Type: RIE
Publication Date: 1995-Apr-21
Using Primary Sources in Teacher Education: Linking Research and Practice. Draft.
Dutt, Karen M.; And Others
This study at a midwestern, private, liberal arts college compared undergraduate student reactions in an educational psychology course between students whose reading assignments were in a conventional textbook vs. those of students whose reading assignments made use of primary sources, such as original research or case studies. At the end of each semester, students anonymously completed a questionnaire, designed by the instructor, on their perceptions of course readings, including the usefulness, challenge, interest, motivation, and critical thinking content. Each student was also briefly interviewed shortly after responding to the questionnaire. Results confirm a difference in student perceptions based on the type of readings used. Student understanding of the course content proved to be better when primary source reading was used rather than the conventional textbook. Primary source readings confirmed the more practical aspects of theory and how it could be used in the classroom practice. These readings also motivated more self-reflection about teaching and what type of teacher one wanted to become. (Contains 13 references.) (NAV)
Descriptors: College Students, Curriculum Design, Educational Psychology, Higher Education, Instructional Effectiveness, Instructional Materials, Preservice Teacher Education, Primary Sources, Reading Material Selection, Reflective Teaching, Teacher Education Curriculum, Teaching Methods, Textbook Selection
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 (San Francisco, CA, April 18-22, 1995).