An Empirical Study: To What Extent and in What Ways Does Social Foundations of Education Inform Four Teachers' Educational Beliefs and Classroom Practices?

Autor/in	Benchik-Osborne, Jacquelyn R.
Titel	An Empirical Study: To What Extent and in What Ways Does Social Foundations of Education Inform Four Teachers' Educational Beliefs and Classroom Practices?
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 49 (2013) 6, S.540-563 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2013.844150
Schlagwörter	Foundations of Education; Experienced Teachers; Elementary School Teachers; Teacher Attitudes; Beliefs; Educational Practices; Grade 4; Grade 5; Grade 6; Urban Schools; Democracy; Observation; Interviews; Illinois + Suchen Sie Ihr Suchwort? Grundlagenausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Belief; Glaube; Bildungspraxis; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Demokratie; Beobachtung; Interviewing; Interviewtechnik
Abstract	Within the state selected for this study, teacher preparation programs and state certification criterion require that educators examine the relationship between school and society within social foundations of education (SFE) coursework. Using observations and interviews, this study examines to what extent four experienced, urban classroom teachers both speak in belief and exhibit in classroom practice an understanding of SFE. Two sets of measures, rooted in the social foundations and curriculum traditions, were devised to examine the degree to which teachers' beliefs and practices matched to the tenets of SFE. Inconsistencies were evident within each teacher's beliefs and practices. Also, among the four respondents, there was minimal uniformity. From this study, when teaching even with a limited understanding of SFE, instructors engendered practices essential for a democracy. Students composed critical works, combining academic content as well as skills essential for life in a self-representative government. Use of these particular measures could be applied to inform pre-service teacher education programs as well as professional, in-service development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10