Cooperating teachers‿impact on preservice social studies teachers‿autonomous practices: A multi-case study

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• 作者：Rory P. Tannebaum ; ^{TannebaumR@Merrimack.edu" class="auth_mail" title="E-mail the corresponding author}
• 关键词：Teacher education ; Autonomous practices ; Student teachers ; Social studies education
• 刊名：The Journal of Social Studies Research
• 出版年：2016
• 出版时间：April 2016
• 年：2016
• 卷：40
• 期：2
• 页码：97-107
• 全文大小：286 K

文摘

This multi-case study explores the impact of cooperating teachers (CTs) on the autonomous pedagogical practices of preservice social studies teachers at a large southeastern university. The study examines participants’ written reflections, social studies teaching philosophies, lesson plans, and interview transcripts to identify how field placements and, more specifically, cooperating teachers directly influence the autonomous decision-making practices of student teachers (STs). The author will discuss the socialization of the participants and the role of the CTs in both preventing and promoting the autonomous practices of the STs as they attempted to fulfill their identified aims of education. The case will be made for a revision of field experiences to promote teacher autonomy through better reflection on the part of STs.