Why We Teach: Autobiographies of Traditionally and Alternatively Certified Pre-Service Social Studies Teachers

Autor/in	Santoli, Susan
Titel	Why We Teach: Autobiographies of Traditionally and Alternatively Certified Pre-Service Social Studies Teachers
Quelle	In: Qualitative Report, 14 (2009) 3, S.478-488 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-0147
Schlagwörter	Autobiographies; Preservice Teachers; Career Choice; Social Studies; Alternative Teacher Certification; Motivation; Family Influence; Teacher Influence; Active Learning; Differences + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Gemeinschaftskunde; psychologische; Motivation (psychologisch); Aktives Lernen; Unterscheiden
Abstract	This study describes the analysis of the social studies autobiographies of 46 students compiled over a 15 month period. Two major questions were addressed: (1) what motivational patterns are revealed in these autobiographies and (2) what differences and similarities exist in the autobiographies of students seeking alternative and traditional certification. Both groups noted the influence of family and other significant adults, and the influence of social studies teachers, both K-12 and postsecondary, in their decisions to pursue social studies teaching careers. There were more similarities than differences between the two groups. The autobiographies echoed influences that are found in the literature, and reveal that active learning opportunities and inspiring teachers are important in motivating students to pursue careers in social studies education. (As Provided).
Anmerkungen	Nova Southeastern University. 3301 College Avenue, Fort Lauderdale, FL 33317. Tel: 954-262-5389; Fax: 954-262-3970; Web site: http://www.nova.edu/ssss/QR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10