Conserving the Status Quo in Social Studies Teaching

The Case of Second Career Military Teachers

Datos Bibliográficos

ID11070751
AutoresJoel T Jenne (Salisbury University, autor de correspondencia)
Año1997
Volumen25
Número4
Páginas446-469
Fecha de publicación1997-09-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaTheory & Research in Social Education (JOURNAL)
Identificadores de la revistaISSN: 0093-3104 • E-ISSN: 2163-1654
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00933104.1997.10505823
OpenAlexW1998431327
IdiomaEN
Citas recibidas4
Referencias citadas20

This study examines the educational perspectives and careers attractions of second career teachers with prior military career experience. The study is framed within the context of research that attempts to explain why traditional pedagogical practices persist despite reforms designed to transform teacher education and classroom practices. Well-entrenched lessons from military experiences concerning on-the-job and apprenticeship training, as well as successful institutional socialization, suggest these second career teachers will be a conserving force within the teaching profession. This study also suggests that second career teachers rely on personal life experiences, rather than content or professional education preparation, as the primary knowledge base for teaching. In addition, this study found that many assumptions concerning the desirable traits these individuals bring to the teaching profession are unexamined and misleading

Apprenticeship · Context (archaeology · Mathematics education · Pedagogy · Political science · Professional development · Socialization · Sociology · Status quo · Teacher education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology · Social Psychology · Teacher Education and Leadership Studies