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首页> 外文学位 >Investigating the influences of social studies methods courses on preservice teachers with a focus on issues of diversity and social justice: Three case studies.
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Investigating the influences of social studies methods courses on preservice teachers with a focus on issues of diversity and social justice: Three case studies.

机译：调查社会研究方法课程对职前教师的影响，重点是多样性和社会正义问题：三个案例研究。

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摘要

Issues of diversity and social justice are critical for teacher education as the student population in the United States becomes increasingly diverse ethnically, racially, socially, and linguistically. It has been traditionally assumed that social studies, more than other curricular areas, should deal with these issues, especially in raising good citizens. A review of the research on social studies methods courses, however, indicates that few studies have examined the impact of social studies methods courses on student teaching practices. This study focused on the impact of social studies methods courses on student teaching, looking particularly at issues of diversity and social justice.;The objective of this study was to investigate how preservice teachers who took a social studies methods course in their senior year of a teacher education program incorporated their learning from that course into their 10-week student teaching practicum the following semester. This study examined two research questions: (a) What are the influences of a social studies methods course on preservice teachers’ understandings, especially their perspectives regarding the issues of diversity and social justice? and (b) How do preservice teachers incorporate their learning from the social studies methods course into their student teaching of social studies in schools, especially in addressing issues of diversity and social justice?;This study was situated in the social studies methods courses at the University of Illinois at Urbana-Champaign (UIUC) and in the preservice teachers’ 10-week student teaching practicum. The participants were three preservice teachers who were enrolled in the 1–8 teacher education program at the university. The data collected for this study included formal and informal interviews with the participants, observation of the participants’ student teaching classes, and examination of lesson plans and other teaching documents. Based on these data, each participant’s learning from social studies methods course and student teaching practices were analyzed as a case study.;The findings of this study showed that student teachers are capable of incorporating not only practical teaching methods but also new theoretical concepts learned from methods courses into their social studies student teaching. Thus, these findings suggest that a social studies methods course that includes theoretical concepts and teaching strategies can help students change their previous negative experiences from social studies or develop new understandings.;The findings also showed, however, that these student teachers had some difficulties incorporating their new learning from the methods course into their student teaching. Two participants only minimally included issues of diversity and social justice in their lessons, the third participant purposefully articulated these issues in her lesson. This latter participant, who demonstrated the most attention to issues of diversity and social justice, had previous intracultural experiences, but the other two participants did not. Thus, the findings here may suggest some advantage to giving priority to people who have had intercultural experience when recruiting teacher candidates, if we want to be more successful in helping student teachers develop a commitment to teaching for social justice.;The findings further suggest the importance of professional development for cooperating teachers, especially related to matters of diversity and social justice. While all three participants in this study stated that they received useful help or support from their cooperating teachers, they also all expressed that they had not received any help in addressing issues of diversity and social justice. This finding suggests that professional development for inservice teachers may be necessary if we want student teachers to better learn to address diversity and social justice during their student teaching practicum.;In the discussion chapter, I use Wenger’s (1998) concepts of learning, meaning, and social practice to interpret the three participants’ experiences related to the social studies methods course and their student teaching practices. In addition, some suggestions for teacher education programs, particularly related to social studies methods courses and to teaching issues of diversity and social justice, are discussed.;Key word: preservice teacher education, social studies methods course, issues of diversity and social justice.
机译：随着美国学生人口在种族，种族，社会和语言上日益多样化，多样性和社会正义问题对于教师教育至关重要。传统上一直认为，社会研究应比其他课程领域更多地处理这些问题，特别是在培养好公民方面。然而，对社会研究方法课程研究的回顾表明，很少有研究检查社会研究方法课程对学生教学实践的影响。这项研究的重点是社会研究方法课程对学生教学的影响，尤其着眼于多样性和社会正义问题。这项研究的目的是调查在高中一年级学习社会研究方法课程的职前教师是如何进行的。教师教育计划在下个学期将他们从该课程中学到的知识纳入他们为期10周的学生教学实习中。这项研究检查了两个研究问题：（a）社会研究方法课程对职前教师的理解，特别是他们对多样性和社会正义问题的看法的影响是什么？ （b）职前教师如何将他们从社会研究方法课程中学到的知识纳入他们在学校的社会研究学生教学中，尤其是在解决多样性和社会正义问题上？伊利诺伊大学香槟分校（UIUC）和职前教师的10周学生教学实习。参加者是三名职前教师，他们参加了大学的1–8教师教育计划。这项研究收集的数据包括对参与者的正式和非正式访谈，对参与者的学生教学课的观察以及课程计划和其他教学文件的检查。基于这些数据，分析了每个参与者从社会研究方法课程和学生教学实践中获得的学习成果；本研究的结果表明，学生教师不仅能够融合实用的教学方法，而且能够融合从中学习的新理论概念方法课程纳入他们的社会研究学生的教学。因此，这些发现表明，包含理论概念和教学策略的社会研究方法课程可以帮助学生改变以前从社会研究中获得的负面经验或发展新的认识。然而，研究结果还表明，这些学生教师在融入过程中存在一些困难。他们从方法课程到学生教学的新学习。两名参与者在他们的课程中仅将多样性和社会公正问题纳入最低限度，第三名参与者在课程中有目的地阐明了这些问题。后一个参与者表现出对多样性和社会正义问题的最大关注，此前曾有过文化方面的经验，而其他两名参与者则没有。因此，如果我们想更成功地帮助学生教师对社会正义教学做出承诺，那么这里的发现可能暗示优先考虑那些具有跨文化经验的人。专业发展对合作教师的重要性，特别是在多样性和社会正义方面。尽管该研究的所有三名参与者都表示，他们从合作老师那里得到了有益的帮助或支持，但他们都表示，他们在解决多样性和社会正义问题上没有得到任何帮助。这一发现表明，如果我们希望学生教师在他们的学生教学实践中更好地学习解决多样性和社会正义问题，那么在职教师的专业发展可能是必要的;在讨论章节中，我使用了Wenger（1998）的学习概念，即和社会实践，以解释三位参与者与社会研究方法课程及其学生教学实践相关的经验。此外，还针对教师教育计划提出了一些建议，尤其是与社会研究方法课程以及与多样性和社会正义有关的教学问题。关键词：职前教师教育，社会研究方法课程，多样性与社会正义问题。

著录项

  • 作者

    Lee, Jong-Hyun.;

  • 作者单位

    University of Illinois at Urbana-Champaign.;

  • 授予单位 University of Illinois at Urbana-Champaign.;
  • 学科 Education Multilingual.;Education Teacher Training.;Education Social Sciences.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 303 p.
  • 总页数 303
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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