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Field experience and perspective dev...

Tsai, Ke-Jung.

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Field experience and perspective development: A qualitative study of preservice elementary social studies teachers in Taiwan.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Field experience and perspective development: A qualitative study of preservice elementary social studies teachers in Taiwan./
Author:	Tsai, Ke-Jung.
Description:	392 p.
Notes:	Source: Dissertation Abstracts International, Volume: 57-03, Section: A, page: 1102.
Contained By:	Dissertation Abstracts International57-03A.
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9616516

Field experience and perspective development: A qualitative study of preservice elementary social studies teachers in Taiwan.
Tsai, Ke-Jung.

Field experience and perspective development: A qualitative study of preservice elementary social studies teachers in Taiwan. - 392 p.

Source: Dissertation Abstracts International, Volume: 57-03, Section: A, page: 1102.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 1996.

This study used qualitative methods to explore field experiences and perspective development of four preservice elementary social studies teachers in Taiwan. The research was guided by four questions: (1) What experiences do student teachers have during student teaching? (2) How are these field experiences shaped by factors such as the student teaching program, settings, and participants? (3) What perspectives toward elementary social studies do student teachers develop during student teaching? and (4) What contribution does student teaching make to the development of student teachers' perspectives toward elementary social studies?Subjects--Topical Terms:

3172312
Teacher education.

Field experience and perspective development: A qualitative study of preservice elementary social studies teachers in Taiwan.
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035 $a (MiAaPQ)AAI9616516
035 $a AAI9616516
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100 1 $a Tsai, Ke-Jung. $3 3187282
245 1 0 $a Field experience and perspective development: A qualitative study of preservice elementary social studies teachers in Taiwan.
300 $a 392 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-03, Section: A, page: 1102.
500 $a Supervisor: Gloria Ladson-Billings.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 1996.
520 $a This study used qualitative methods to explore field experiences and perspective development of four preservice elementary social studies teachers in Taiwan. The research was guided by four questions: (1) What experiences do student teachers have during student teaching? (2) How are these field experiences shaped by factors such as the student teaching program, settings, and participants? (3) What perspectives toward elementary social studies do student teachers develop during student teaching? and (4) What contribution does student teaching make to the development of student teachers' perspectives toward elementary social studies?
520 $a The outcomes of this study were presented on two levels. The first level was the four profiles of the informants. The profiles presented detailed description of the field experiences and perspective development of the informants. The profiles also showed how the field experiences and perspective development of the informants were shaped by the interaction of the programs, settings, and persons involved in student teaching. Such thick descriptions provide an opportunity for readers to think about their own experience or to compare the situation which they are concerned with.
520 $a The second level was the findings obtained from a comparative analysis of the profiles. These findings mainly included: (1) the informants' field experiences consisted of being under pressure of completing the scope and sequence of the lessons they had planned, doing student teaching in ways of exhausting one's energy, and constantly being annoyed by the academic and behavior problems of the pupils, (2) the field experiences were shaped by the interaction of the program, settings, and persons, (3) some informants changed their perspectives toward elementary social studies during student teaching, and (4) the informants' perspective development were influenced by a variety of factors. On the basis of the findings of this study and issues emerged in the profiles, this study concluded by exploring the implications for practice and future research.
590 $a School code: 0262.
650 4 $a Teacher education. $3 3172312
650 4 $a Social sciences education. $3 2144735
650 4 $a Elementary education. $3 641385
690 $a 0530
690 $a 0534
690 $a 0524
710 2 $a The University of Wisconsin - Madison. $3 626640
773 0 $t Dissertation Abstracts International $g 57-03A.
790 $a 0262
791 $a Ph.D.
792 $a 1996
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9616516