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ERIC Number: EJ941524
Record Type: Journal
Publication Date: 2007
Pages: 20
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0093-3104
Once More unto the Breach: Trying to Get Preservice Teachers to Link Historiographical Knowledge to Pedagogy
Fallace, Thomas D.
Theory and Research in Social Education, v35 n3 p427-446 Sum 2007
This essay describes the results of an experimental class co-taught by an historian and a social studies educator. The class was designed to accomplish two things: to narrow the gap in disciplinary thinking between preservice teachers and historians, and to overcome the preservice teachers' compartmentalized thinking about the nature of their newly acquired historical knowledge and the teaching of it. Through an analysis of the teacher candidates' final projects, which included an historiographic essay, rationale statement, and teaching unit, I demonstrate that the course was only marginally successful with the first objective, but considerably more successful in achieving the second. I suggest that disciplinary thinking may be more useful as a means of improving pedagogy than as an end in itself, and I conclude with a reflection on how the course could have been strengthened. (Contains 1 figure and 7 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: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A