Place-Based Learning in Teacher Education: A Windshield Survey

Abstract

Certification students in a post-baccalaureate teacher preparation program investigated the local educational environment in a social studies methods course with a brief community study of several K-4 neighborhood schools. School district maps and street maps guided their exploration of the city between the university and the schools where they had field placements and jobs as substitute teachers. Student summaries and reflections with photos and sketch maps promoted discussion of issues relevant to informed social studies educators. Evaluation of the instructional approach indicated an increased student awareness of local places, using a model of inquiry applicable to elementary social studies instruction, as well as promoting place-based instruction and potential partnerships between neighborhood schools and communities. The approach established a collegial, cooperative climate among future teachers for developing effective social studies programs.

Citation

Todd, R.H. (2007), "Place-Based Learning in Teacher Education: A Windshield Survey", Social Studies Research and Practice, Vol. 2 No. 3, pp. 390-402. https://doi.org/10.1108/SSRP-03-2007-B0006