Document Type
Article
Abstract
Examining the current beliefs and practices of elementary social studies teachers and preservice teachers suggests that there are similarities and differences between how they perceive their roles as curricular-instructional gatekeepers (Thornton, 1991). Using both survey data and focus groups, cooperating teachers describe their contemporary elementary social studies teaching practices as a blend of stand-alone activities and integrated instruction. Elementary teachers recommend more hands-on activities and literacy development strategies be taught in social studies methods classes. Preservice teachers also reported their preferred teaching practices and rationales in social studies, showing some significant differences from cooperating teachers.
Recommended Citation
Henning, Mary Beth and Shin, Eiu-kyung
(2010)
"Voices of Cooperating Teachers and Preservice Teachers: Implications for Elementary Social Studies Education,"
The Councilor: A National Journal of the Social Studies: Vol. 71:
No.
2, Article 4.
Available at:
https://thekeep.eiu.edu/the_councilor/vol71/iss2/4
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons