Research Hh5001 1 A Reflection Of Learning - amazonia.fiocruz.br

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I source agree that permission for extensive copying of this thesis "for scholarly purposes may be "granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. The intent was to generate descriptions of the methods course experience, and to explore student teachers conceptualizations as they made sense out of learning to teach social studies.

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Eight student teachers in one section of SSED Curriculum and instruction in social studies - Secondary agreed to be a part of this study. These eight were interviewed four times over the duration of the five month study.

The first interview, prior to the beginning of the methods course, examined their initial conceptualizations of the nature of social studies and social studies pedagogy. The second interview, after a month of the course, and the third, following a two week practicum at the mid-point of the course, investigated their conceptualizing in response to specific experiences of the methods course and the practicum.

The fourth interview, upon completion of the course, investigated any change in how the participants conceptualized social studies and the salient influences on that change. Data were also collected through my regular observation in the methods class. Generally, there was some form of change in the conceptualizations of all eight participants, some to a greater extent than others. These changes included being able to identify self as a social studies teacher; understanding the social studies teacher's moral responsibility, particularly when dealing with value-laden and controversial issues; ii clarifying the nature of social studies; and learning about social studies pedagogy. Central to the change process were both reflection on, and articulation of, their initial conceptualizations, as the participants experienced the course.

The most salient influences on Ancient Civilizations were both internal and external to the course. Internally, the instructor's provocative teaching style, the nature of the course content, and the emphasis on peer interaction were most influential. Other influences included the short practicum, other course work encountered in the preparatory program, and, being a part of this study. Confronting prior knowledge Reconceptualizing prior knowledge Constructing Research Hh5001 1 A Reflection Of Learning knowledge Anthony Clarke, Dr. Gaalen Erickson and Dr. Jane Gaskell for their constructive feedback throughout the research process.

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I would like especially to express my sincerest thanks to Dr. Ian Wright, as the chair of my supervisory committee, for his encouragement, helpful ideas and unwaning enthusiasm for my research project. I would also like to thank Dr. Keith Skamp for helping me to see the emerging patterns in my data, and, my dear friend, Dr. Anni Adams for tirelessly cheering me on. Finally, I would like to thank my family.

My children, Amber and Holly gave me inspiration because of their pride in my accomplishments, and my husband Patrick, patiently and lovingly supported me through the good times and the bad. I have often witnessed the transformation from student to teacher that occurs. I am intrigued by what part teacher preparation programs play in influencing how student teachers make sense of teaching.]