Preservice Teachers in Secondary Social Studies
Examining Conceptions and Practices
Bibliographic Data
| ID | 11070997 |
|---|---|
| Authors | Elizabeth K Wilson (University of Alabama, corresponding author), Bonnie C Konopak (University of Oklahoma), John E Readence (University of Nevada, Las Vegas) |
| Year | 1994 |
| Volume | 22 |
| Issue | 3 |
| Pages | 364-379 |
| Publication date | 1994-06-01 |
| 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 | 10.1080/00933104.1994.10505729 |
| OpenAlex | W2016922719 |
| Language | EN |
| Citations received | 4 |
| References cited | 6 |
The present study is an examination of preservice teachers' beliefs and practices about secondary social studies education. Social studies majors were surveyed prior to their content methods course and during student teaching on their conceptions of teaching and learning, and case study data were gathered on one preservice teacher in field and clinical situations. Overall, the preservice teachers held positive conceptions about social studies on both administrations of the survey, stressing active student learning and knowledge construction; however, the case study revealed inconsistencies with these beliefs, particularly during student teaching. Such results emphasize the necessity of meshing theories of instruction with the practical realities of the classroom
Field (mathematics · Mathematics education · Pedagogy · Social studies · Teacher education · Teaching method · Educator Training and Historical Pedagogy · Evaluation of Teaching Practices · Innovative Teaching Methodologies in Social Sciences · Psychology
| Citations per year | 0.15 |
|---|---|
| Citation span | 1999 - 2016 (18) |
| Highly cited | No |