An Economics Methods Course?: Challenges of Teaching an Economics Education Methods Course for Secondary Social Studies Preservice Teachers

Joshi, Parag; Marri, Anand R.

doi:10.3200/tsss.97.5.197-202

Cited by 24 publications

(23 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, the challenges to engaging these high school students are many: few social studies teachers have significant formal training in economics; many pre-service programs do not place an emphasis on economics; and current curriculum standards do not adequately address economic issues (Walstad, 1992;Salemi et al, 1996;VanFossen, 2000;Joshi & Marri, 2006). The pilot curriculum used in this study is designed to help high school teachers teach the federal budget, national debt and budget deficit.…”

Section: Resultsmentioning

confidence: 99%

“…These topics are not typically addressed in either civics or economics courses at the secondary level (Marri et al, 2012, forthcoming). Further, most social studies teachers are inadequately prepared to teach these topics since many pre-service programs continue to underemphasize economics and only a few social studies teachers have significant coursework in the discipline (Walstad, 1992;Salemi et al, 1996;VanFossen, 2000;Joshi & Marri, 2006;Miller & VanFossen, 2008). On average, teachers are usually exposed to no more than two resources, such as textbooks or curriculum guides, to support them in the instruction of complex economic and policy issues (Marri et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Self-Efficacy of US High School Teachers Teaching the Federal Budget, National Debt and Budget Deficit: A Mixed-Methods Case Study

Marri

Ahn

Fletcher

et al. 2012

Citizenship, Social and Economics Education

Self Cite

View full text Add to dashboard Cite

This study examined US high school social studies teachers' self-efficacy in teaching the federal budget, national debt and budget deficit prior to and after implementing a pilot curriculum on these topics. The authors examined 24 teachers' topical knowledge, inquiry-based instructional skills in democratic-dialogue-focused lessons and attitudes in civic engagement activities by using baseline and post-self-efficacy surveys, and interviews. The findings revealed that the implemented pilot curriculum had no effect on teachers' confidence of topical knowledge in teaching the topics, while a positive effect was found in the confidence of teachers in facilitating democratic dialogue. Additionally, after using the curriculum, teachers showed an increase in their belief that citizens can make a difference in society. The qualitative data from interviews with the teachers confirmed the survey results, and the teachers' positive perceptions of the curriculum experience suggested an overall success of the curriculum experience for teachers' self-efficacy. The authors believe the findings are suggestive of a process of learning that teachers themselves undertake in mastering content knowledge. An understanding of how teachers confront economic and public policy teaching tools and increases in self-efficacy may result in more empowered teachers and informed students.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Self-Efficacy of US High School Teachers Teaching the Federal Budget, National Debt and Budget Deficit: A Mixed-Methods Case Study

Marri

Ahn

Fletcher

et al. 2012

Citizenship, Social and Economics Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Other studies have confirmed this relative lack of preparation via economics coursework [10,11]. This lack of coursework manifests in preservice teachers who are often unfamiliar with economics content [12,13], and are, in general, ill-prepared to teach the subject in comparison to other disciplines within social studies [14].…”

Section: Introductionmentioning

confidence: 94%

“…The participants in this study had very little experience with economics, reflecting the findings of a number of studies that explore the economics backgrounds of social studies teachers [12][13][14][54][55][56][57][58]. Four of the participants had taken a single semester course in economics in high school, and two had not taken an economics course at all.…”

Section: Content Knowledge and Previous Experience With Economicsmentioning

confidence: 99%

“…In order to enhance the content knowledge of preservice social studies teachers, efforts have been made to restructure teacher certification programs [98], to collaborate with faculty in other departments [99], and, with respect to economics, to offer content-specific methods courses [12,13]. These attempts to address the prevailing lack of content knowledge in economics are important to consider, but fundamental changes to teacher education practices may not always be feasible.…”

Section: Purposeful Integration As Part Of a Counter-hegemonic Stancementioning

confidence: 99%

See 1 more Smart Citation

Economics (Only) Now: The Temporal Limitations of Economics as Part of a Critical Social Studies Pedagogy

Shanks

2019

Education Sciences

View full text Add to dashboard Cite

This study speaks to the limited literature on economics way that preservice teachers in an urban teaching program conceptualize the function of economics within social studies. Utilizing case study methods and a theoretical framework that intersects critical pedagogy as part of a broader, critical, social studies pedagogy. Specifically, it seeks to understand the pedagogical tenets of social analysis with the idea of a counter-hegemonic stance, the study offers insight into the role of economics as part of a broadly critical social studies teacher education program. The results indicate that preservice teachers’ purpose for teaching social studies and the function of economics were aligned in the mission to critically analyze society. However, preservice teachers’ purposes for social studies extended beyond the function of economics into the past, and informed active citizenship for future action. These results show that economics can be a significant part of a social studies education practice that seeks to analyze society, understand the past, and take action for a better future. Unfortunately, limited familiarity and content knowledge inhibit a broader application of the function of economics. Social studies teacher education must purposefully integrate economics content into the exploration of the past and a discussion of future action for justice in order to combat prevailing content knowledge issues in preservice teachers and to help them reconcile their purpose for teaching social studies through economics.

show abstract

Working Together, Not Sharing the Burden: A Collaborative Approach to Developing Pedagogical Content Knowledge with Secondary Social Studies Pre-service Teachers

Journell

Tolbert

2016

Rethinking Social Studies Teacher Education in the Twenty-First Century

View full text Add to dashboard Cite

An Economics Methods Course?: Challenges of Teaching an Economics Education Methods Course for Secondary Social Studies Preservice Teachers

Cited by 24 publications

References 18 publications

Self-Efficacy of US High School Teachers Teaching the Federal Budget, National Debt and Budget Deficit: A Mixed-Methods Case Study

Self-Efficacy of US High School Teachers Teaching the Federal Budget, National Debt and Budget Deficit: A Mixed-Methods Case Study

Economics (Only) Now: The Temporal Limitations of Economics as Part of a Critical Social Studies Pedagogy

Working Together, Not Sharing the Burden: A Collaborative Approach to Developing Pedagogical Content Knowledge with Secondary Social Studies Pre-service Teachers

Contact Info

Product

Resources

About