Attention to learners, subject, or teaching: What takes precedence as preservice candidates learn to teach historical thinking and reading?

Chauncey Monte-Sano ^[1] ; Melissa Cochran ^[1]
1. [1] University of Maryland, College Park
  
  University of Maryland, College Park
  
  Estados Unidos
Localización: Theory and research in social education, ISSN 0093-3104, Vol. 37, Nº 1, 2009, págs. 101-135
Idioma: inglés
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Resumen
- This study examines how two history teacher candidates, Monica and James, learned to teach historical thinking and reading in a discipline-specific teacher education program. Data include pretests and posttests, interviews, observations, and university course assignments. Qualitative data analysis reveals that although both teachers excelled in the program and in their field placements, they graduated with different strengths. Whereas James focuses on developing students' historical understandings, Monica focuses on reading comprehension and student engagement. Monica's attention to students' developmental needs and personal interests helps her structure and scaffold students' work. James' strong disciplinary understandings provide him a framework for analyzing students' work and developing disciplinespecific curriculum. Upon graduation, each teacher demonstrates different aspects of the knowledge base of teaching.