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- W269088839 abstract ",ABSTRAC,T The necessity for social studies-professors and curricullm developers. to recognize the reality cf teagher-attitudes and classroom situations is discussed. The author contends that teachers are not very reflective stoat what they teach and about the effect of their teaching on students. This lad( of introspection can te traced to teacher education prcgrams; Part of the Ercblem is that teachers are tr ed to be teachers prior to.their gainilig experience as-teachers, A ggestion'is ic spend less time in preservice education by preparing would-be-teachers, for the minimal requi;emenis of lesson p.Lanning and classrocm management. The enuhasp on teaching techniques, curricUlum methods, and philosophy -wouria be reserved for inserviev-leachers. Other conflicts between (1) social studies feachers and (2) professors alid curriculum deyelop'ers are a result of. the focus of both groups. SociaI.stuaies professors and developers tend to focus on conceptuil structures which will excite, interest, and develop independent thinking: Teachers focus on how t'O control A and mana.ge students. Also, ccrflict result.s from the demoCratic' mandate for.both stabilfity and progress. Social studies,teachers, membr Eleaertary Secctdary Educaticn; *Public -School Teachers; Relevance (Education); *Scial Studies; *Tetcher Attitudes; Teacher Education ," @default.
- W269088839 created "2016-06-24" @default.
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- W269088839 date "1979-11-20" @default.
- W269088839 modified "2023-09-27" @default.
- W269088839 title "The NSF Studies of Status of Pre-Collegiate Education: Implications for Social Studies Professors and Curriculum Developers." @default.
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