Teachers' Backgrounds and Beliefs: Influences on Learning to Teach in the Social Studies

Marilyn Johnston

Research output: Contribution to journalArticlepeer-review

Abstract

This paper reports an interpretive case study of two certification students involved in a one-year, elementary school post-baccalaureate teacher education program. It describes how students' background knowledge, beliefs, experience, and personalities influenced what they learned in a social studies methods course and their consequent learning to teach. The paper describes the partial and differential ways in which the methods course and certification program influenced the students' beliefs and teaching practices.

Original languageEnglish (US)
Pages (from-to)207-232
Number of pages26
JournalTheory and Research in Social Education
Volume18
Issue number3
DOIs
StatePublished - Jan 1 1990

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science

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