Rethinking Clinical Experiences for Social Studies Teacher Education
article
Tina Heafner, University of North Carolina at Charlotte, United States ; Michelle Plaisance, Greensboro College, United States
CITE Journal Volume 16, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
Windows into Teaching and Learning (WiTL), developed to provide relevant and meaningful technology-mediated clinical experiences in an online social studies methods course, engaged participants in purposefully designed synchronous and asynchronous field experiences to address a lack of summer clinical teaching opportunities. Following a discussion of the challenges of providing clinical experiences, authors explore the outcomes of a study involving remote partnerships in learning between candidates enrolled in a distance education social studies methods course and mentor teachers employed in middle and secondary schools. Findings illustrated that WiTL exceeded expectations by opening unanticipated opportunities into the profession of teaching, both for candidates and teacher mentors who participated in the study. Participants’ provided rich descriptions of these experiences, as well as the potential within WiTL, as it progressed beyond being a substitute to a means of transforming observations in both distance education and teacher preparation programs in a traditional university setting. Implications for future research and the improvement of practice are discussed.
Citation
Heafner, T. & Plaisance, M. (2016). Rethinking Clinical Experiences for Social Studies Teacher Education. Contemporary Issues in Technology and Teacher Education, 16(4), 452-494. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/149934/.
© 2016 Society for Information Technology & Teacher Education
References
View References & Citations Map- Alibrandi, M., & Sarnoff, H.M. (2006). Using GIS to answer the “whys” of “where” in social studies. Social Education, 70(3), 138–143.
- Applegate, J.H. (1985). Early field experiences: Recurring dilemmas. Journal of Teacher Education, 36(2), 60–64.
- Bolick, C.M., Berson, M.J., Friedman, A.M., & Porfeli, E.J. (2007). Diffusion of technology innovation in the preservice social studies experience: Results of a national survey. Theory and Research in Social Education, 35, 174–195.
- Cole, A., & Knowles, J.G. (1993). Shattered images: Understanding expectations and realities of field experiences. Teaching& Teacher Education, 9, 457–471.
- Collins, T. (1999). Attracting and retaining teachers in rural areas. ERIC Clearinghouse on Rural and Small Schools. (ED438152) Retrieved from ERIC Digests: http://www.ericdigests.org/2000-4/rural.htm
- Darling-Hammond, L. (2006). Constructing 21st century teachers. Journal of Teacher Education, 57, 300–314.
- Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: Jossey-Bass.
- Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F., & Shulman, L.(2005). The design of teacher education programs. In L. Darling-Hammond& J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 390–441). San Fransisco, CA: Jossey-Bass.
- De Blij, H. (2005). Why geography matters: Three challenges facing America:
- Dewey, J. (1938). Experience and education. New York, NY: Touchstone. Contemporary Issues in Technology and Teacher Education, 16(4)
- Doolittle, P.E., & Hicks, D. (2003). Constructivism as a theoretical foundation for the use of technology in social studies. Theory and Research in Social Education, 31, 72–104. Doi:10.1080/00933104.2003.10473216
- Dumas, W., Weible, T., & Evans, S. (1990). State standards for the licensure of secondary social studies teachers. Theory and Research in Social Education, 18, 27–36.
- Epstein, T. (2009). Interpreting national history: Race, identity, and pedagogy in classrooms and communities. New York, NY: Routledge.
- Freese, A.R. (2006). Reframing one’s teaching: Discovering our teacher selves through reflection and inquiry. Teaching and Teacher Education, 22, 100–119.
- Garrison, D.R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2, 87–105. Doi:10.1016/S1096-7516(00)00016-6
- Glaser, B.G., & Straus, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.
- Glesne, C. (2006). Making words fly: Developing understanding through
- Hammond, T.C., & Manfra, M.M. (2009). Giving, prompting, making: Aligning technology and pedagogy within TPACK for social studies
- Heafner, T.L., Petty, T.M., & Hartshorne, R. (2011). Evaluating modes of teacher preparation: A comparison of face-to-face and remote observations of graduate interns. Journal of Digital Learning in Teacher Education, 27, 154–164.
- Hilburn, J., & Maguth, B. (2012). Intercollegiate collaboration: Connecting social studies preservice teachers at two universities. Contemporary Issues in Technology and Teacher Education, 12, 308–327.
- Kopcha, T.J., & Alger, C. (2011). The impact of technology-enhanced student teacher supervision on student teacher knowledge, performance, and self-efficacy during the field experience. Journal of Educational Computing Research, 45, 49– 73. Http://dx.doi.org/10.2190/EC.45.1.c
- Kopcha, T.J., & Alger, C. (2014). Student teacher communication and performance during a clinical experience supported by a technology-enhanced cognitive apprenticeship. Computers& Education, 72, 48–58.
- Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of
- Molebash, P. (2004). Preservice teacher perceptions of a technology-enriched methods course. Contemporary Issues in Technology and Teacher Education, 3, 412–432. Retrieved from http://www.citejournal.org/volume-3/issue-4-03/ Social-studies/preservice-teacher-perceptions-of-a-technology-enrichedmethods-course/
- Myers, E., Jr. (1996). Early field experiences: A question of effectiveness. The Teacher Educator, 31, 226–237.
- Passe, J. (1994). Early field experience in elementary and secondary social studies methods courses. The Social Studies, 85, 130–133.
- Pearcy, M. (2013). A year of reflection: The more things change. Contemporary Issues in Technology and Teacher Education, 13, 360–385. Retrieved from http://www.citejournal.org/volume-13/issue-4-13/social-studies/a-year-ofreflection-the-more-things-change/
- Pryor, C.R., & Kuhn, J. (2004). Do you see what I see? Bringing field experience observations into methods courses. The Teacher Educator, 39, 249–266.
- Shea, P. (2006). A study of students' sense of community in online learning environments. Journal of Asynchronous Learning Network, 10(1), 35–44.
- Sherin, M.G., & Van Es, E.A. (2005). Using video to support teachers’ ability to notice in the classroom. Journal of Technology and Teacher Education, 13, 475– 491.
- Silverman, D. (1999). Interpreting qualitative data: Methods for analyzing talk, text and interaction (2nd ed.). London, UK: Sage.
- Thornton, S.J. (2005). Teaching social studies that matters: Curriculum for active learning. New York, NY: Teachers College Press.
- VanSledright, B.A. (2010). The challenge of rethinking history education: On practices, theories, and policy (1st ed.). New York, NY: Routledge.
- Waring, S.M., & Torrez, C.A.F. (2010). Using digital primary sources to teach historical perspective to preservice teachers. Contemporary Issues in Technology and Teacher Education, 10, 294–308.
- Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the
- Yin, R.K. (2002). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
- Young, J.R. (2012, February 12). A tech-happy professor reboots after hearing his teaching advice isn’t working. The Chronicle of Higher Education. Retrieved from http://www.chronicle.com/article/A-Tech-Happy-ProfessorReboots/130741/
- Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61, 89–99. Doi:10.1177/0022487109347671484 Author Notes Tina Heafner
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References