Preparing Teachers of History: Developing a Critical Consciousness.

Autor/inn/en	Adler, Susan; Goodman, Jesse
Titel	Preparing Teachers of History: Developing a Critical Consciousness.
Quelle	(1986), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Development; Higher Education; History Instruction; Methods Courses; Social Studies; Teacher Education; Teacher Role; Teaching Methods; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; History lessons; Geschichtsunterricht; Methodisch-didaktische Anleitung; Gemeinschaftskunde; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung
Abstract	This paper describes efforts to develop a social studies methods course based on a foundation of critical theory in education. The literature concerning critical theory is discussed. Critical theory focuses on three areas of educational thought: (1) the relationship of school to society; (2) conceptions of knowledge and curriculum; and (3) the nature of teaching. Critical theorists argue that teachers should be the primary decision-makers about curricula, teaching strategies, and learning materials. The methods course developed by the authors promotes three goals: (1) empowering future teachers as creators of curriculum; (2) strengthening the link between critical viewpoints of education and teaching practice; and (3) encouraging reflective analysis as an integral aspect of teaching and learning. The first two segments of the course are designed to help students explore basic questions of education and introduce the class to a critical approach for designing curriculum. The last three segments of the course expose students to various resources for and methods of teaching history and the social sciences within the elementary school. The problems associated with implementing critical theory are addressed and suggestions for solving these problems are offered. A bibliography is included. (Author/SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC