A High Intensity Social Studies Program in a Clinical Setting for Teacher Education Students.

Autor/inn/en	Dibella, Maria F.; Fitzgerald, John D.
Titel	A High Intensity Social Studies Program in a Clinical Setting for Teacher Education Students.
Quelle	(1982), (17 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Comparative Education; Curriculum Enrichment; Elementary Education; Field Experience Programs; Foreign Countries; Higher Education; Methods Courses; Program Descriptions; Program Development; Program Improvement; Social Studies; Student Teaching; Teacher Education Curriculum; Teacher Education Programs; Teaching Experience; Australia + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Elementarunterricht; Praxisnahes Lernen; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Methodisch-didaktische Anleitung; Programmplanung; Gemeinschaftskunde; Teaching practice; Unterrichtspraxis; Australien
Abstract	A social studies elementary teacher education program at Phillips Institute of Technology in Australia is described. The program, which places students in charge of teaching a 9-week social studies unit, is recommended as an alternative to the conventional lecture method. The paper is divided into discussion of five aspects of the course: objectives, implementation, student requirements, problems, and evaluation. The course's primary objectives are to create a supportive learning experience and to help students learn by doing, develop discussion skills, and analyze personal performance. Prerequisites for program implementation are outlined, including selecting a suitable curriculum unit and finding an agreeable elementary school placement. The major components of the student assignment are to plan and teach a 1-hour lesson per week, to participate in weekly discussion groups, and to keep a journal. Rationale underlying each of these requirements is explained. Major pitfalls, centering around student inexperience, include inadequate basic skills, tension, and lack of a model. The overall success of the program is assessed on the basis of student and faculty feedback. A 14-item bibliography is included. (LP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC