ERIC Number: EJ851036
Record Type: Journal
Publication Date: 2009
Reference Count: 27
Developing Involved and Active Citizens: The Role of Personal Practical Theories and Action Research in a Standards-Based Social Studies Classroom
Chant, Richard H.
Teacher Education Quarterly, v36 n1 p181-190 Win 2009
As a social studies program coordinator at a regional-sized institution, the author typically has between 20-25 preservice candidates enrolled in his annual undergraduate methods course. However, he usually has only one to two in-service candidates each year who require an advance methods course focused on such items as the historical influences, contemporary trends, and research within the social studies field. Recently, the single student in this course was Jonathan Frye, a graduate student and seven-year veteran social studies teacher in central North Carolina. Prior to beginning the semester, Jonathan and the author met to discuss the possibilities regarding the curriculum and structure of the course. Neither one of them was pleased with the notion of meeting in the traditional three-hour per week format established for the course, prompting them to deliberate about alternative models. Since Jonathan had already completed a methods course as part of his undergraduate studies, the author's task would be to bridge Jonathan's prior experiences with his new learning by what Alder (1994) stated as "enabling teachers to bring appropriate knowledge and experiences to bear on their classroom practice". Given the charge of developing Jonathan's course, the author wanted Jonathan and him to design a process that allowed him to experience how reflecting (grounded in his personal and professional experiences) on his practice (through a critical analysis of the literature) might lessen the negative impact of the teacher-as-conduit model. By this point in their conversations they had identified a number of key provisions that were emerging for this course: reflection, self-direction, personal and professional knowledge, growth, and empowerment. When considering ways to include these provisions, the author suggested they examine how Jonathan could use personal theorizing and action research within his social studies classroom.
Descriptors: Graduate Students, Methods Courses, Teacher Education Curriculum, Action Research, Models, Theory Practice Relationship, Social Studies, Teaching Methods, Citizenship Education, Inservice Teacher Education, Reflection, Experienced Teachers, Secondary School Teachers
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: North Carolina