The Impact of Personal Theorizing on Beginning Teaching: Experiences of Three Social Studies Teachers

Abstract

Abstract This case study involving three social studies teachers illustrates how the personal theorizing process, conducted as part of the teachers' preservice education, influenced their instruction during their first year of teaching. In addition, the evolution of the teachers' beliefs, as described through their personal practical theories (PPT's) of teaching, is depicted. The findings indicate that all three teachers attempted to utilize their PPT's to guide instruction. Only two of the three teachers, however, were able to demonstrate teaching practices that strongly represented their PPT's. The findings also illustrate the connectivity among each teacher's PPT's and how their PPT's were influenced by the new instructional setting, their interpretations regarding life experiences, and their interpretations regarding new experiences as first-year teachers.