NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 23 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Barrow, Elizabeth C. – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2023
My biggest fear about teaching a social studies methods class with COVID restrictions was talking "at" my teacher candidates and not modeling interactive and engaging social studies education. Social studies education should be engaging and student-centered. In this article, I offer technological adaptations to lessons that center around…
Descriptors: Learner Engagement, Social Studies, Educational Technology, Methods Courses
Peer reviewed Peer reviewed
Direct linkDirect link
Jay, Lightning Peter – Theory and Research in Social Education, 2023
Although Pedagogical Content Knowledge (PCK) has been a guiding framework for the development of novice teachers for decades, less attention has been paid to the PCK of teacher educators. This comparative case study analyzes the PCK of two social studies methods instructors as they teach the practice of facilitating historical discussions and…
Descriptors: Social Studies, College Faculty, Knowledge Level, Methods Courses
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Michael Kopish; Bahman Shahri – Journal of International Social Studies, 2024
This study contributes to a body of research exploring sets of learning experiences for developing global competencies among middle childhood social studies teacher candidates. This multi-year study examines data related to teacher candidates' global knowledge, skills, and dispositions using a convergent parallel mixed methods design. Findings…
Descriptors: Social Studies, Global Approach, Teacher Education Programs, Middle School Teachers
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Kopish, Michael A.; Lane, Sarah – Journal of Social Studies Education Research, 2019
This manuscript presents findings and implications from a multiple case study of how teacher candidates in secondary and middle childhood programs learn specialized knowledge, skills, and expertise from disciplinary experts in content courses and enact practices of disciplinary literacy in field placements. An expert-novice framework was employed…
Descriptors: Preservice Teachers, Preservice Teacher Education, Pedagogical Content Knowledge, Social Studies
Peer reviewed Peer reviewed
Direct linkDirect link
Smith, William L.; Crowley, Ryan M.; Demoiny, Sara B.; Cushing-Leubner, Jenna – Multicultural Perspectives, 2021
This conceptual article explores the use of threshold concepts to help pre-service teachers develop antiracist dispositions. Threshold concepts are "troublesome knowledge" within a discipline that serve as gateways to expanded modes of thinking about subject matter. Grappling with threshold concepts places learners in a liminal space as…
Descriptors: Social Studies, Teaching Methods, Racial Bias, Pedagogical Content Knowledge
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Shanks, Neil Graham – Journal of Social Science Education, 2018
Purpose: The purpose of this study is to evaluate one effort to challenge the problematic assumptions of the dominant narrative of neoclassical economics within a teacher preparation program that focuses on addressing dominant narratives throughout the social studies curriculum. Design/methodology/approach: Utilizing a theoretical framework that…
Descriptors: Preservice Teachers, Preservice Teacher Education, Economics Education, Social Studies
Peer reviewed Peer reviewed
Direct linkDirect link
Mueller Worster, Anneliese; Rohde, Leigh – Social Studies, 2020
Contextualized in the critical pedagogies of universal design for learning (UDL) and social justice education, our study aimed to equip teacher candidates (TCs) to provide students with equitable access to learning social studies content knowledge, skills, and processes as a way to equally empower all students to be civically engaged, and thus to…
Descriptors: Interdisciplinary Approach, Guidelines, Social Studies, Pedagogical Content Knowledge
Peer reviewed Peer reviewed
Direct linkDirect link
Price, Geoff P.; Wright, Vivian H.; Rice, Margaret L. – Journal of Digital Learning in Teacher Education, 2014
This study applied an Integrated Triadic Model (ITM) to a social studies methods course and measured the extent that preservice teachers' TPACK changed. The study also gathered beliefs about the effectiveness of course activities for developing TPACK. Data collected and analyzed from self-assessment surveys and reflective writings indicated an…
Descriptors: Preservice Teachers, Technological Literacy, Pedagogical Content Knowledge, Social Studies
Johnson, Cathy M. – ProQuest LLC, 2013
This dissertation research examines a teacher educator's instructional practices and preservice teachers' learning in two elementary social studies methods courses. As self-study, it focuses on learning to teach preservice teachers how to select and use visual images to teacher history and social studies. The research uses the Grossman Framework…
Descriptors: Teacher Educators, Teaching Methods, Preservice Teachers, Elementary Education
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Hawley, Todd – Journal of Inquiry and Action in Education, 2012
Grounded in a belief in the transformative possibilities of social studies teacher education, I present an argument for considering the development of purpose as both content and pedagogy of social studies teacher education. As part of developing a coherent pedagogy of rationale-based social studies teacher education, I begin by exploring the…
Descriptors: Social Studies, Preservice Teacher Education, Teacher Educators, Pedagogical Content Knowledge
Peer reviewed Peer reviewed
Direct linkDirect link
Martin, Daisy – History Teacher, 2012
In an examination of how content knowledge influenced her initial third grade social studies teaching experiences, Suzanne Wilson found that it, among other things, helped her "to hear what students say" and in her students' comments were "often...the seeds of complex and sophisticated historical ideas." She also found content…
Descriptors: Teaching Methods, Social Studies, Discipline, Teacher Educators
Peer reviewed Peer reviewed
Direct linkDirect link
Starker, Tehia V.; Fitchett, Paul G. – Multicultural Learning and Teaching, 2013
In this qualitative study, researchers inquired about preservice teachers' (PST) experience in becoming culturally responsive in a graduate teacher-licensure social studies methods class (N = 20). Researchers examined PST lesson plans and reflections, and rated them based on Geneva Gay's (2002) framework for preparing culturally responsive…
Descriptors: Qualitative Research, Preservice Teachers, Culturally Relevant Education, Social Studies
Sumners, Sarah Elizabeth – ProQuest LLC, 2012
The purpose of the study was to better understand social studies teacher education through preservice professional development that incorporates an online gaming and simulation component. Examination of the impact of online gaming and simulations on the self-efficacy and content knowledge of preservice teachers in the methods course was…
Descriptors: Civics, Social Studies, Preservice Teacher Education, Educational Games
Peer reviewed Peer reviewed
Direct linkDirect link
Gibson, Susan; Moline, Teddy; Dyck, Brenda – Alberta Journal of Educational Research, 2011
Preservice teachers need both awareness of and skill with the latest digital technologies in order to use these tools effectively in their teaching. Historically in our university, this preparation has been reserved for a stand-alone information technology course focused on learning how to use various computer-based programs. However, more direct…
Descriptors: Preservice Teachers, Student Attitudes, Information Technology, Educational Technology
Peer reviewed Peer reviewed
Direct linkDirect link
Waring, Scott M. – Educational Research and Evaluation, 2010
During the past decade, there has been more than an adequate amount of research addressing issues regarding social studies methods courses. However, the apparent void is that there is no clear understanding of what pedagogical content knowledge or understanding of pedagogical approaches teacher candidates bring with them to social studies methods…
Descriptors: Methods Courses, Teacher Education Curriculum, Content Analysis, Pedagogical Content Knowledge
Previous Page | Next Page »
Pages: 1  |  2