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Emerging teacher identity: a study in learning to teach through the experiences of a secondary social studies methods course

University of British Columbia

This qualitative study focused specifically on a secondary social studies methods course in the Faculty of Education at the University of British Columbia. 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. Eight student teachers in one section of SSED 312: 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; 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 change 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.

Thesis/Dissertation

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2009-04-17

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http://hdl.handle.net/2429/7357

Curriculum Studies

University of British Columbia

UBCV

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