ERIC Number: EJ718742
Record Type: Journal
Publication Date: 2005
Reference Count: 61
Continuity and Constraint: Case Studies of Becoming a Teacher of History in England and the United States
International Journal of Social Education, v20 n1 p18-40 Spr-Sum 2005
Currently, no research exists that teases apart and compares how pre-service teachers within different national educational settings begin to reorganize, reconstruct and transform their own experiences, knowledge and perspectives on history and history teaching as they negotiate the process of learning to teach history. This comparative case study sets out to examine this gap in the literature by investigating how two pre-service teachers' understanding of history and their evolving construction of self as history teacher influenced their everyday pedagogical performances as beginning history teachers in England and the Commonwealth of Virginia in the United States.
Descriptors: Foreign Countries, Thinking Skills, Case Studies, History Instruction, Comparative Analysis, Preservice Teachers, Beginning Teachers
International Journal of Social Education, Department of History-BB209, Ball State University, Muncie, IN 47306. Tel: 765-285-8621; Fax: 765-285-5612.
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United States