Focusing Methods on Goals: Problems and Possibilities

DeWitt, Scott W.; Freie, Carrie

doi:10.3200/tsss.96.6.240-246

Cited by 11 publications

(2 citation statements)

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“…Teacher educators acknowledge that these teachers report a mismatch between what they see in field observations and what is taught in methods courses (DeWitt and Freie 2005;Meuwissen 2005). In class, preservice teachers whisper about the actual feasibility of using innovative methods.…”

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confidence: 96%

Do As I SayandDo As I Do: Using the Professor-in-Residence Model in Teaching Social Studies Methods

Burstein

2009

The Social Studies

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Concerned with combining theory with practice, the author, a teacher educator, wrote a grant to combine teaching university social studies methods and teaching sixth-grade social studies in an urban professional development site (PDS). By combining both roles, she created a recursive process of theory, observation, analysis, coteaching, and reflection. Preservice teachers learned new methods, observed the professor-in-residence (PIR) using those methods with sixth-grade students, and discussed how the lessons were structured and taught at the PDS. The results of this qualitative study show that preservice teachers benefit from observing and practicing methods of the PIR. The author provides a description of this model. In addition, she discusses recommendations and limitations of a combined teaching load.

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confidence: 96%

Do As I SayandDo As I Do: Using the Professor-in-Residence Model in Teaching Social Studies Methods

Burstein

2009

The Social Studies

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“…Novice teachers will fall back on these traditional teaching models, which include teacher-centered, textbook-based and memory and fact-based assessment because they see master teachers at their school site teaching that way, and are often overwhelmed by the minutiae of beginning teachers stressors and give way to the perceived easier path. DeWitt & Freie (2005) note that novice teachers find it difficult to incorporate more effective teaching practices because "state curricula and traditional approaches deal with content in specific ways." Novice teachers do not feel confident to try the newer strategies and techniques that they were recently taught.…”

Section: Novice Teachersmentioning

confidence: 99%