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ERIC Number: EJ885677
Record Type: Journal
Publication Date: 2010
Pages: 32
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0093-3104
Preparing for the Educational Black Hole? Teachers' Learning in Two Pathways into Middle School Social Studies Teaching
Conklin, Hilary G.
Theory and Research in Social Education, v38 n1 p48-79 Win 2010
The author presents findings from the first phase of a longitudinal, comparative case study that investigates what teachers learn about intellectually demanding social studies teaching at the middle school level from two distinctive teacher education pathways: a specialized middle school teacher education program and a secondary social studies program. The results indicate that these two groups of teachers graduated from their respective teacher education programs having had very different opportunities to learn about teaching social studies at the middle school level; they developed both some strikingly similar conceptions about young adolescents' capabilities in the context of social studies learning as well as some notably different conceptions about what social studies teaching might look like at the middle school level. (Contains 8 tables and 3 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: http://www.socialstudies.org/cufa/trse/
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A