Social studies teacher educators who do race work

2018 ◽  
Vol 13 (3) ◽  
pp. 330-344 ◽  
Author(s):  
Sara B. Demoiny
Keyword(s):  
Social Studies ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Methods Course ◽  
Methods Courses ◽  
Social Studies Methods ◽  
Content Type ◽  
Pedagogical Content ◽  
Social Studies Teacher

Purpose The purpose of this paper is to explore how 11 social studies teacher educators (SSTEs) incorporated race into their social studies methods courses. It examines the instructional practices of the SSTEs using racial-pedagogical-content-knowledge (RPCK) as an analytical framework. Design/methodology/approach The paper is a qualitative interview study. The data sources included two 40–90 min semi-structured interviews per participant, methods course syllabi and reading lists, and university documents such as departmental mission statements and program course requirements. Data were analyzed using three cycles of coding: descriptive coding, focused coding and analytic generalizations. Findings The paper illustrates how the SSTEs incorporated race into their social studies methods courses through developing counter-narrative content knowledge, modeling the application of critical race theory tenets through pedagogical content knowledge, and cultivating a working racial knowledge among pre-service teachers. Originality/value This paper extends the literature of the RPCK framework through illustrating many ways each component of RPCK can be applied within a social studies methods course.

Teaching and learning with morning meeting in elementary social studies methods courses

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ariel Cornett ◽  
Alexa M. Quinn
Keyword(s):  
Social Studies ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Methods Course ◽  
National Council ◽  
Methods Courses ◽  
Social Studies Methods ◽  
Content Type ◽  
Elementary Social Studies ◽  
Morning Meeting

PurposeUsing morning meeting, an evidence-based practice that is part of the responsive classroom (RC) approach, the authors (two teacher educators [TEs]) created opportunities for teacher candidates (TCs) to experience representations, decompositions and approximations of practice in multiple iterations of an elementary social studies methods course.Design/methodology/approachThe authors detail how TEs can expose TCs to social studies content (e.g. the National Council for the Social Studies themes) that can be incorporated into structured, daily classroom routines, such as morning meeting.FindingsThe authors include TE-created morning meeting facilitation guides with components such as a morning message, greeting, share, group activity and theme justification. Furthermore, the authors outline TCs' reflections on planning and implementing a morning meeting with a partner in addition to their own reflections on the TCs' feedback.Originality/valueThis work has implications related to TEs and TCs in elementary social studies methods courses as well as current and future students in elementary classrooms.

Meeting the demands of the C3 framework in elementary social studies methods

2017 ◽  
Vol 12 (3) ◽  
pp. 358-371 ◽  
Author(s):  
Michael Alan Neel ◽  
Amy Palmeri
Keyword(s):  
Teacher Education ◽  
Social Studies ◽  
Teacher Educators ◽  
Social Studies Education ◽  
Methods Course ◽  
Social Studies Methods ◽  
Content Type ◽  
Elementary Social Studies ◽  
Social Studies Teacher ◽  
Social Studies Teacher Education

Purpose In both elementary schools and elementary teacher education programs, social studies is marginalized while standards require increasingly more ambitious reasoning, reading, and writing in social studies than has historically been documented in American elementary schools. The purpose of this paper is to explain the challenges that elementary social studies teacher educators face in preparing elementary school teachers to facilitate the kind of ambitious social studies envisioned in the NCSS’s C3 Framework and advocate an approach to successfully address these challenges. Design/methodology/approach This paper articulates a targeted and ambitious approach to elementary social studies teacher education. The authors describe five recommendations from the teacher education literature for supporting preservice teachers in learning disciplinary-oriented social studies teaching, recommendations that guided the redesign of the social studies methods course. The authors then highlight key aspects of the redesigned methods course and demonstrate how the authors engaged the challenges inherent in the work of elementary social studies teacher education. Findings Although this paper is not arranged in such a way as to substantiate empirical findings, the purpose of the paper is to demonstrate an approach to elementary social studies education aligned with extant literature on preparing teachers to engage in reform teaching practices, specifically those disciplinary oriented practices suggested in NCSS’s C3 Framework. As such, the paper should be read as a perspective on practice. Research limitations/implications The type of disciplinary-oriented approach described here is increasingly under investigation in secondary teacher education research and similar approaches are under investigation in elementary math and science education research. To the authors’ knowledge, the approach is novel in elementary social studies education. Furthermore, the authors believe it offers a direction for researchers interested in gaps in the literature related to practice based teacher education and disciplinary-oriented social studies teacher education. Practical implications The approach described here offers specific guidance and resources for teacher educators who are struggling with the challenges of the contemporary social studies education landscape and/or who wish to focus methods courses in disciplinary ways. Social implications Research in social studied education has demonstrated that when students are exposed to disciplinary practices in social studies, their literacy skills improve and they learn analytical skills that support their development as citizens (consumption of media, participation in public discourse, ability to discern arguments). Originality/value As noted above, the approach described here is novel in elementary social studies education. Combining a disciplinary approach with a practice-based frame in elementary social studies represents an opportunity for empirical research and offers new approaches to the practice of teacher education and early career professional development.

scholarly journals Social Studies Teacher Candidates’ Self-Efficacy Beliefs for Technological Pedagogical Content Knowledge (TPACK)

2021 ◽  
Vol 9 (3) ◽  
pp. 169
Author(s):  
Hayati Adalar
Keyword(s):  
Social Studies ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Technological Pedagogical Content Knowledge ◽  
Efficacy Beliefs ◽  
Pedagogical Content ◽  
Social Studies Teacher ◽  
Multiple Variables

This study aims at examining social studies teacher candidates’ self-efficacy beliefs for technological pedagogical content knowledge through multiple variables and presenting new perspectives for researchers and practitioners. A causal-comparative research design was adopted for this study. Among non-random sampling methods, convenience sampling was used to select participants. The sample of the study consists of 349 3rd and 4th year college students (teacher candidates) studying at three state universities in Turkey’s Central Anatolia Region in the 2018–2019 academic year. The Technological Pedagogical Content Knowledge (TPACK) scale was used for collecting data in this study. T-test and one-way analysis of variance (ANOVA) was employed to analyze data. According to the obtained results, the social studies teacher candidates’ self-efficacy beliefs for technological pedagogical content knowledge can be considered above average. No significant differences were found between participants’ self-efficacy beliefs for TPACK and some independent variables such as gender, year in college, GPA score, personal computer ownership, and Instructional Technology and Material Development course score. On the other hand, it was determined that perceived technology competency and the use of content sharing platforms for professional purposes were important predictors for social studies teacher candidates’ self-efficacy beliefs about TPACK.

The three R’s: reading, (W)Riting, and researching through multi-genre project

2017 ◽  
Vol 12 (1) ◽  
pp. 42-55 ◽  
Author(s):  
Kathryn Roberts ◽  
Kristy Brugar
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Peer Interactions ◽  
Student Response ◽  
Methods Course ◽  
Research Approach ◽  
Historical Inquiry ◽  
Social Studies Methods ◽  
Content Type ◽  
Action Research Approach

Purpose The purpose of this paper is to examine how the authors, two teacher educators, planned for and guided 23 students (teacher candidates) through a multi-genre historical inquiry experience, integrating instruction on the Inquiry Arc and writing process, during a co-taught literacy and social studies methods course. The authors describe the ways in which the students demonstrated both active and passive participation and resistance to this process/project, and the related implications. Design/methodology/approach Using an action research approach, this paper reports analysis and interpretation of lesson plans, course materials, debriefing notes, field notes, student response notebooks and intermediate and final inquiry project artifacts. Findings All students demonstrated gains in content knowledge through their products, oral presentations, group discussions, or conferences with the authors; and all gained experience with the Inquiry Arc and process writing. Many students saw the benefits of collaboration and social construction of knowledge as they moved toward more central participation. Practical implications Instructors cannot mandate full participation in any task, but can influence the conditions (i.e. pedagogy, task, scaffolding) to increase the possibility of positive peer interactions and learning. Originality/value This paper contributes to the knowledge of teaching and learning innovation in teacher preparation coursework.

scholarly journals Modeling Active Engagement Pedagogy through Classroom Response Systems in a Physics Teacher Education Course

2013 ◽  
Vol 1 (5) ◽  
pp. 523-542 ◽  
Author(s):  
Marina Milner-Bolotin ◽  
Heather Fisher ◽  
Alexandra MacDonald
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Methods Course ◽  
Active Engagement ◽  
Future Teachers ◽  
Pedagogical Content ◽  
Classroom Response Systems ◽  
Response Systems ◽  
The Impact

One of the most commonly explored technologies in Science, Technology, Engineering, and Mathematics (STEM) education is Classroom Response Systems (clickers). Clickers help instructors generate in-class discussion by soliciting student responses to multiple-choice conceptual questions and sharing the distribution of these responses with the class. The potential benefits of clicker-enhanced pedagogy include: increased student engagement, reduced anxiety, continuous formative assessment, and enhanced conceptual understanding. Most studies, however, investigate the effects of clicker-enhanced instruction in large undergraduate STEM courses. The impact of this pedagogy on learning in small secondary or post-secondary classrooms is still relatively unexplored. The context of this study is a secondary physics methods course in a Teacher Education Program at a large Canadian university. One of the course assignments required future teachers to develop multiple-choice conceptual questions relevant to the secondary physics curriculum. This study investigates the impact of modeling clicker-enhanced active engagement pedagogy on future teachers’ Content Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge, as revealed by this assignment. The results of the study indicate that: (1) modeling clicker-enhanced pedagogy in a physics methods course increases future teachers’ interest in active learning; (2) clicker-enhanced pedagogy is a powerful vehicle for developing Pedagogical Content Knowledge of future physics teachers; (3) clicker-enhanced pedagogy is a useful tool for teacher educators for identifying and addressing the gaps in the Content Knowledge of future teachers. This study sheds light on developing future teachers’ capacities to design and implement instruction that is driven by conceptual questions in the presence or absence of technology and the impact of this process on their Pedagogical Content Knowledge and attitudes about conceptual STEM learning.

scholarly journals Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge – An Institutional Perspective

2019 ◽  
Vol 21 ◽  
Author(s):  
Yukiko Asami-Johansson ◽  
Iiris Attorps
Keyword(s):  
Problem Solving ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Institutional Perspective ◽  
Pedagogical Content ◽  
Mathematics Teacher Educators ◽  
Structured Problem Solving ◽  
Area Determination

The aim of this paper is to investigate which kind of conditions and constraints affect Japanese and Swedish teacher educators’ pedagogical content knowledge (PCK). We analyse the praxeologies of the lessons in which the educators teach area determination. Our study shows that the Japanese teacher educators’ PCK are more explicitly shared by the community of the teacher educators compared to the Swedish counterpart. Also, the detailed Japanese curriculum and the structured problem solving approach promote to illustrate how to construct rich mathematical and didactical organisations for prospective teachers.

Teaching and Learning in the Digital Age

2019 ◽  
pp. 1-23
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Theoretical Description ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
K 12

Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge, and technological knowledge for guiding all teachers (K-12 and higher education faculty) in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice construct suggest calling TPACK TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education. Ultimately, the very nature of the TPACK construct describes a transformation of teachers' knowledge for teaching in the 21st century – a century reframed by robust and advanced technologies that have been integrated into the fabric of a more complex social, cultural, and educational environment.

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