Teaching and Reconsidering the Social Foundations of Education: A Self-Study

Autor/in	Bullough, Robert V., Jr.
Titel	Teaching and Reconsidering the Social Foundations of Education: A Self-Study
Quelle	In: Studying Teacher Education, 4 (2008) 1, S.5-15 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
Schlagwörter	Foundations of Education; Teacher Educators; Diaries; Education Courses; Teacher Education Programs; Journal Writing; Autobiographies; Student Attitudes; History; Relevance (Education); Self Evaluation (Individuals); Educational Objectives; Educational Philosophy; Reflective Teaching; Preservice Teachers; Secondary Education + Suchen Sie Ihr Suchwort? Grundlagenausbildung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Diary; Tagebuch; Fortbildungskurs; Zeitschriftenaufsatz; Autobiography; Autobiografie; Autobiographie; Schülerverhalten; Geschichte; Geschichtsdarstellung; Relevance; Relevanz; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Sekundarbereich
Abstract	Within teacher education the position of educational foundations courses is increasingly precarious. Such courses are often declared irrelevant by students who embrace the aims of training and immediate practicality over education as the essence of learning to teach. Drawing on student and instructor diaries and diary summaries, the article reports on a self-study of a social foundations course as the author, inspired by C. Wright Mills, attempted to make foundations relevant and powerful by linking biography--students' life experience--and history. From the data, themes of importance to teacher educators are identified. Changes in student perceptions of teaching and learning and promising practices are noted and discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10