Pre-Service Teacher Perceptions of Social Education.

Autor/inn/en	Nelson, Jack L.; Palonsky, Stuart
Titel	Pre-Service Teacher Perceptions of Social Education.
Quelle	(1979), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Curriculum; Definitions; Educational Attitudes; Educational Needs; Educational Problems; Higher Education; Preservice Teacher Education; Research Methodology; Social Sciences; Social Studies; Speeches; Student Teachers + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Begriffsbestimmung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Educational need; Bildungsbedarf; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Research method; Forschungsmethode; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Gemeinschaftskunde; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	Results of a study to determine preservice teachers' perception and understanding of social studies are examined. Fourteen undergraduate students who had completed student teaching were interviewed. Results indicated that students were confused about the nature of the field. The data showed the continuing domination of the field by history--most students majored in history, taught it during student teaching, and perceived it as the subject most likely to be taught and of primary importance in social studies. Respondents did not seem sure of their answers concerning social studies definition, purpose, and content. Some held the primary purpose to be indoctrination, the content to be history, and the definition to include social sciences, issues, and human interaction. Others considered the purpose to inspire critical thinking, the content to be history, and the definition to be humans and the environment. No respondents indicated social action, social criticism, or personal development as purpose, content, or definition. In addition, respondents did not indicate familiarity with the literature in the field. The study raises a number of questions concerning teacher education, curriculum, teaching decisions, and the long term effect of this confusion on teaching. (Author/KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01