"He Was the Opposite of What We Learned a Teacher Should Be": A Study of Preservice Social Studies Students' Cooperating Teachers

Autor/inn/en	Misco, Thomas; Hamot, Gregory E.
Titel	"He Was the Opposite of What We Learned a Teacher Should Be": A Study of Preservice Social Studies Students' Cooperating Teachers
Quelle	In: Journal of Social Studies Research, 36 (2012) 4, S.305-328 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-985X
Schlagwörter	Field Experience Programs; Student Teaching; Cooperating Teachers; Teacher Education Programs; Social Studies; Teacher Educators; Placement; Practicums; Citizenship Education; Reflection; Educational Objectives + Suchen Sie Ihr Suchwort? Praxisnahes Lernen; Teaching practice; Unterrichtspraxis; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Gemeinschaftskunde; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Betriebspraktikum; Praktikum; Practicum; Praktika; Citizenship; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Curriculum consonance between social studies teacher education programs and field placements poses a perennial problem to social studies teacher educators and their students. This study explores the types of cooperating teacher placements experienced by preservice social studies teachers during their pre-student teaching field experiences (practicum) at two universities, one of which makes random placements and the other of which makes purposeful placements. Data collected from post-field experience surveys and preservice student interviews with cooperating teachers over a three-year period form the foundation for discerning the role of field placement processes in maintaining consonance between social studies teacher education programs and preservice field experiences. The findings suggest that roughly half of cooperating teachers in random placements subscribe to a citizenship transmission approach to social studies education, while approximately half of the purposive placement teachers subscribe to reflective inquiry. These findings indicate clearly the relation of field placement processes to achieving successful program goals. (Contains 2 tables.) (As Provided).
Anmerkungen	International Society for the Social Studies. University of Central Florida College of Education, Suite 123M P.O. Box 161250, Orlando, FL 32816. e-mail: ISSS@mail.ucf.edu; Web site: http://www.TheISSI.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10