Pre-service Teachers’ Conceptions on the Good Social Studies Teaching

Abstract

Teachers’ constant efforts for good teaching receives more attention than ever. It is developing and changing through entire career, beginning from the pre-service teacher education. The purpose of this study was to investigate the pre-service social studies teachers’ conceptions on the good social studies teaching. 115 undergraduate pre-service social studies teachers’ participated in the study who have also experienced student teaching practice. Major findings are summarized as follows. First, it was found that the most important image on the good social studies teaching for pre-service social studies teachers were active interaction between teacher-students and their images focused on students-centered instruction and professional teaching ability. Second, their images were not based on social studies teaching and that they were strongly influenced from the experiences of university student and student teaching practice. Finally, for knowledge of subject content, for knowledge of teaching, and for reflection-on-teaching were most important in both practical knowledge and reflection-in-practice. The result indicated that preservice social studies teachers’ conceptions on the good social studies teaching are not clear and restricted in terms of subject matter pedagogy. Therefore, pre-service social studies teachers should be given more * 이논문은2010학년도충북대학교학술연구지원사업의연구비지원에의하여연구되었음. ** 충북대학교 지리교육과 조교수(Assistant Professor, Dept. of Geography Education, Chungbuk National University), gaia2004@cbnu.ac.kr 한국지리환경교육학회지, 19(2), 19~34, 2011. 8.