Teachers' Backgrounds and Beliefs
Influences on Learning to Teach in the Social Studies
Bibliographic Data
| ID | 11070528 |
|---|---|
| Authors | Marilyn Johnston (corresponding author) |
| Year | 1990 |
| Volume | 18 |
| Issue | 3 |
| Pages | 207-232 |
| Publication date | 1990-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.1990.10505615 |
| OpenAlex | W2030718472 |
| Language | EN |
| Citations received | 16 |
| References cited | 12 |
This paper reports an interpretive case study of two certification students involved in a one-year, elementary school post-baccalaureate teacher education program. It describes how students' background knowledge, beliefs, experience, and personalities influenced what they learned in a social studies methods course and their consequent learning to teach. The paper describes the partial and differential ways in which the methods course and certification program influenced the students' beliefs and teaching practices
Certification · Mathematics education · Pedagogy · Personality · Personality psychology · Social studies · Teaching method · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Psychology · Social Psychology
Teaching the Social Studies
Teacher education for global perspectives
Connecting University and Student Teaching Experiences Through the Jackdaw Kit Project
Introduction
Student Geography Teachers' Pre-conceptions about Teaching Environmental Topics
Power and possibility
Contrasts and Similarities in Case Studies of Teacher Reflection and Change
Comparing Teachers' Strategies for Supporting Student Inquiry in a Problem-Based Multimedia-Enhanced History Unit
A Relevant Lesson
Knowledge Transmission Versus Social Transformation
Challenging Gender Bias through a Transformative High School Social Studies Curriculum
Scaffolding Problem-Based Teaching in a Traditional Social Studies Classroom
Learning to Teach Social Studies
Beginning Social Studies Teachers' Integration of Technology in the History Classroom
Using Technology-Enhanced Learning Environments to Support Problem-based Historical Inquiry in Secondary School Classrooms
Secondary Teachers' Reactions to the New Social Studies
| Unique citing works | 16 |
|---|---|
| Citations per year | 0,47 |
| Citation span | 1992 - 2015 (24) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 16 |