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.
As social studies receives less instructional time in elementary classrooms, elementary pre-service teachers (PSTs) observe little social studies instruction in their field placements. Social studies integration is one way to counteract the devaluation of social studies in elementary schools. This multiple case study examines the extent to which nine elementary PSTs were able to integrate social studies into lessons during an alternative field placement, an integratedSTEM camp. The findings show variance across and within participants in their ability to integrate social studies in a quality way. Implications for elementary social studies methods course instructors are discussed.
Science, technology, engineering, and mathematics education (STEM) is a focus in many schools and businesses. Therefore, it is critical teachers are prepared to implement effective STEM lessons in their classrooms, and that research explores ways to prepare teachers for this important field. This chapter describes the experience of 24 preservice teachers that planned and implemented a three-week summer elementary STEM classroom experience for approximately 150 students in Grades 3 to 5. Preservice teachers' reflections and perceptions from of this experience are captured from multiple lenses at four points of the experience using the portraiture method of inquiry. Then these portraits are analyzed for themes that provide insight into the perceptions and effectiveness of the experience.
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