Journal article
Engaging Goodlad's Postulates in Clinically-Based Social Studies Teacher Education
School-university partnerships, Vol.12(3), pp.55-71
07/01/2019
Abstract
This paper discusses the efficacy of a clinically-based teacher education experience intended to promote teacher candidates' understanding of secondary students' capacity to engage with complex ideas and topics. Through this study, we draw on two of Goodlad's postulates for field experiences in teacher education, Postulates 10 and 15, to examine how teacher candidates' experience of a targeted, clinical assignment in a Professional Development School District (PDSD) setting enabled - or did not enable - inquiry into practice. Through their close observation of the kind of exemplary model lesson that Goodlad asserted must be a part of the teacher education experience, the teacher candidates were provided the opportunity to analyze students' capacity to engage in an inquiry lesson. Our analysis of the teacher candidates' observations revealed two issues: first, the teacher candidates' experience of this lesson seemed to support their capacity to recognize productive conditions for learning. However, the candidates' responses also indicated that there were gaps between the meaningful and effective pedagogies they saw in the lesson and what they imagined would be possible in their future classrooms. These findings offer insights into the complexity of clinically-based teacher education, an aspect of the professional development school movement Goodlad's legacy continues to inspire.
Details
- Title: Subtitle
- Engaging Goodlad's Postulates in Clinically-Based Social Studies Teacher Education
- Creators
- Sonia JanisMardi SchmeichelJoseph McAnulty
- Resource Type
- Journal article
- Publication Details
- School-university partnerships, Vol.12(3), pp.55-71
- ISSN
- 1935-7125
- Publisher
- Emerald Group Publishing Limited
- Language
- English
- Date published
- 07/01/2019
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9985223617002771
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