Source: Teaching Education, Volume 25, Issue 1, 2014, pages 24-42
This article examines how an inquiry-based social studies student teaching seminar helped three preservice teachers negotiate the pressures of standards-based reforms during student teaching.
The author first explores how initial perceptions of standardization and high-stakes testing corroded images of powerful teaching and created an ex post facto relationship with teaching social studies.
The author then examines how an inquiry-based seminar mitigated these initial impressions by
(1) suspending the authority of accountability;
(2) creating contact through collaborative inquiry; and
(3) refracting practice.
- Curriculum-Dependent and Curriculum-Independent Factors in Preservice Elementary Teachers’ Adaptation of Science Curriculum Materials for Inquiry-Based Science
- An Inquiry-Based Practicum Model: What Knowledge, Practices, and Relationships Typify Empowering Teaching and Learning Experiences for Student Teachers, Cooperating Teachers and College Supervisors?