Twenty-five social studies preservice teachers enrolled in 2 field based method courses and twenty- one social studies preservice teachers enrolled in 2 non-field based method courses were compared on knowledge of teaching skills, attitude about behaviors teachers should exhibit in class, and attitude about how well they can perform certain teaching skills. Analysis of covariance tests indicated no significant differences between field and non-field based methods courses. Implications of results for alterations in the field based method course and future evaluation procedures are discussed.
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