Focusing Methods on Goals: Problems and Possibilities

Autor/inn/en	DeWitt, Scott W.; Freie, Carrie
Titel	Focusing Methods on Goals: Problems and Possibilities
Quelle	In: Social Studies, 96 (2005) 6, S.241-245 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
Schlagwörter	Teacher Education; Methods Courses; Social Studies; Educational Objectives; Goal Orientation; Teaching Methods; Graduate Students; Student Attitudes; High Stakes Tests; New York + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Methodisch-didaktische Anleitung; Gemeinschaftskunde; Educational objective; Bildungsziel; Erziehungsziel; Zielorientierung; Zielvorstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten
Abstract	A significant element of teaching is identifying goals and assessing whether the instruction is helping students achieve those goals. That is especially true in teacher education courses, because those taking the courses will eventually affect hundreds of students. Results, however, are difficult to assess in teacher education courses because the outcomes are oriented toward future practice. Researchers suggest that the impact of teacher education on future practice is limited (Lortie 1975; Zeichner and Liston 1996). Yet, if the practice is to change and improve over time, teacher education programs are the place where such change must start. In this article, the authors describe one social studies methods course taught as part of a master's in education program at the University at Buffalo. They present evidence that instructional decisions flow from the overall goals of teaching social studies rather than from the immediate pressures of the classroom. They begin with the concept of "real school" (Metz 1990b) as an organizing device for students' preconceptions related to the nature and purpose of schooling. They discuss the research methods used to describe the students in the class. Information from classroom observations, interviews, and DeWitt's reflections as the instructor form the basis for their conclusions. They also present the changes that they envision for the next iteration of the course. (ERIC).
Anmerkungen	Heldref Publications. 1319 Eighteenth Street NW, Washington, DC. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org/tss.php.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10