ERIC Number: EJ824205
Record Type: Journal
Publication Date: 2002
Abstractor: As Provided
Reference Count: 37
The Impact of Personal Theorizing on Beginning Teaching: Experiences of Three Social Studies Teachers
Chant, Richard H.
Theory and Research in Social Education, v30 n4 p516-540 Fall 2002
This case study involving three social studies teachers illustrates how the personal theorizing process, conducted as part of the teachers' preservice education, influenced their instruction during their first year of teaching. In addition, the evolution of the teachers' beliefs, as described through their personal practical theories (PPT's) of teaching, is depicted. The findings indicate that all three teachers attempted to utilize their PPT's to guide instruction. Only two of the three teachers, however, were able to demonstrate teaching practices that strongly represented their PPT's. The findings also illustrate the connectivity among each teacher's PPT's and how their PPT's were influenced by the new instructional setting, their interpretations regarding life experiences, and their interpretations regarding new experiences as first-year teachers.
Descriptors: Preservice Teacher Education, Theory Practice Relationship, Social Studies, Teaching Methods, Beginning Teachers, Case Studies, Beliefs, Models, Middle School Students
College and University Faculty Assembly of NCSS. 8555 Sixteenth Street Suite 500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; Web site: http://www.socialstudies.org/cufa/trse/
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Authoring Institution: N/A