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ERIC Number: EJ1006535
Record Type: Journal
Publication Date: 2012
Pages: 24
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-0885-985X
"He Was the Opposite of What We Learned a Teacher Should Be": A Study of Preservice Social Studies Students' Cooperating Teachers
Misco, Thomas; Hamot, Gregory E.
Journal of Social Studies Research, v36 n4 p305-328 Fall 2012
Curriculum consonance between social studies teacher education programs and field placements poses a perennial problem to social studies teacher educators and their students. This study explores the types of cooperating teacher placements experienced by preservice social studies teachers during their pre-student teaching field experiences (practicum) at two universities, one of which makes random placements and the other of which makes purposeful placements. Data collected from post-field experience surveys and preservice student interviews with cooperating teachers over a three-year period form the foundation for discerning the role of field placement processes in maintaining consonance between social studies teacher education programs and preservice field experiences. The findings suggest that roughly half of cooperating teachers in random placements subscribe to a citizenship transmission approach to social studies education, while approximately half of the purposive placement teachers subscribe to reflective inquiry. These findings indicate clearly the relation of field placement processes to achieving successful program goals. (Contains 2 tables.)
International Society for the Social Studies. University of Central Florida College of Education, Suite 123M P.O. Box 161250, Orlando, FL 32816. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A