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ERIC Number: EJ836676
Record Type: Journal
Publication Date: 2009
Pages: 35
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-0093-3104
Attention to Learners, Subject, or Teaching: What Takes Precedence as Preservice Candidates Learn to Teach Historical Thinking and Reading?
Monte-Sano, Chauncey; Cochran, Melissa
Theory and Research in Social Education, v37 n1 p101-135 Win 2009
This study examines how two history teacher candidates, Monica and James, learned to teach historical thinking and reading in a discipline-specific teacher education program. Data include pretests and postests, interviews, observations, and university course assignments. Qualitative data analysis reveals that although both teachers excelled in the program and in their field placements, they graduated with different strengths. Whereas James focuses on developing students' historical understandings, Monica focuses on reading comprehension and student engagement. Monica's attention to students' developmental needs and personal interests helps her structure and scaffold students' work. James' strong disciplinary understandings provide him a framework for analyzing students' work and developing discipline-specific curriculum. Upon graduation, each teacher demonstrates different aspects of the knowledge base of teaching. (Contains 6 tables and 9 notes.)
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:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; High Schools; Higher Education; Middle Schools; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A