More Time for Powerful Social Studies: When University Social Studies Methods Faculty and Classroom Teachers Collaborate

McCall, Ava L.; Janssen, Brenda; Riederer, Kathy

doi:10.3200/tsss.99.3.135-141

Cited by 10 publications

(10 citation statements)

References 5 publications

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“…Instructors thus have the opportunity to eliminate pre-service elementary teachers' beliefs formed by negative experiences they have had (Angell, 1998;McCall et al, 2008;Owens, 1997). However, though pre-service teachers often hear about student-centered social studies instruction in the social studies teaching methods course, they are unable to "internalize this idea" by simply learning it superficially (Johnson, 2007, p. 197).…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, instructors in social studies teaching methods courses should be aware that because teacher-centered methods such as lecturing and question-answer sessions are mostly used in elementary social studies classrooms (Akgül, 2006;Bailey et al, 2006;Bolinger & Warren, 2007;Burstein et al, 2006;Lintner, 2006;Taşkaya & Bal, 2009), teacher candidates frequently arrive at the social studies teaching methods course with negative experiences that hinder the effectiveness of the social studies teaching methods course (Burstein, 2009;McCall, Janssen, & Riederer, 2008;Owens, 1997;Slekar, 2005Slekar, , 2006. Instructors thus have the opportunity to eliminate pre-service elementary teachers' beliefs formed by negative experiences they have had (Angell, 1998;McCall et al, 2008;Owens, 1997).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Are Prospective Elementary School Teachers’ Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course?

Dündar

2015

AJTE

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Are Prospective Elementary School Teachers’ Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course?

Dündar

2015

AJTE

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“…In the relevant literature, unlike the finding of our study, Barman, Harshman and Rusch (1982) stated that science and social studies teachers acknowledged the need for communication between them in the teaching of common subjects and especially scientific topics, and added they had to conduct joint projects. In the studies of Sağdıç (2019), McCall, Janssen and Riederer (2010), and DiCamillo and Bailey (2016, it is pointed out that in order to provide a strong social studies teaching, teachers should, in particular, care about interdisciplinary learning and make plans such as various activities and excursions. Yıldırım (1996), on the other hand, stated that unless interdisciplinary interactions were not carried out via projects, activities etc., then problems could be experienced regarding transfer of information.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Opinions of Science and Social Studies Teachers on Teaching Science-Related Subjects in Secondary Schools

Akhan¹,

Kaymak²

2021

Journal of Education and Future

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In this research, the views of science and social studies teachers regarding teaching science subjects were aimed to determine. Case study, one of the qualitative research methods, was used in the study. The sample of the study consists of 26 teachers in total, of whom 13 are social studies teachers and 13 science teachers working in public schools in Antalya/Turkey in the academic year of 2018-2019. In order to determine the opinions of teachers, "Interview Form for Teaching of Science Related Topics" which is a semi-structured form consisting six open-ended questions was prepared, and the data collected through interviews were analysed using descriptive statistics. The results in general showed that the topic of "science", which is a common ground for social studies and science courses, was stated by teachers, and it was found out that teachers of both branches did not hold any joint meetings or work in collaboration with each other.

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“…The idea of powerful social studies teaching is central to this research. The construct of powerful social studies teaching and learning, as explained by NCSS, has been in our field since 1994 and some work exists that has considered powerful social studies teaching specifically within a methods course (McCall, 2010;McCall et al, 2008;Misco, 2014;Ritter, 2012). These authors provided varied examples of how they taught social studies methods to support their preservice teachers in learning to teach in powerful ways.…”

Section: Literature Reviewmentioning

confidence: 99%

Preservice teachers’ visions of themselves: powerful teachers or powerful social studies teachers?

Crowe

Mooney

Hawley

2018

SSRP

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Purpose The purpose of this paper is to share findings from research on preservice social studies teachers’ visions of themselves as they prepare to enter their student teaching experience. Design/methodology/approach The guiding research question for this study asked, “How do preservice social studies teachers articulate their visions of themselves as powerful social studies teachers just before their student teaching experience?” Findings The authors found that their visions of themselves emphasized aspects of powerful teaching, yet lacked explicit and important connections to social studies teaching. In their discussion and conclusions, they share the implications of these findings for their social studies teacher education program and other social studies education programs generally. Originality/value The authors contend that while powerful teaching is important, without an emphasis on powerful social studies teaching, they may struggle to achieve social studies teaching goals and purposes, such as teaching for democratic living, the common good, or citizenship. The distinction between powerful teaching and powerful social studies teaching, the authors believe, should be of concern for social studies teacher educators interested in positioning student teachers to create classroom spaces focused on the common good, national and global societies, or the deepening of democracy.

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More Time for Powerful Social Studies: When University Social Studies Methods Faculty and Classroom Teachers Collaborate

Cited by 10 publications

References 5 publications

Are Prospective Elementary School Teachers’ Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course?

Are Prospective Elementary School Teachers’ Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course?

Opinions of Science and Social Studies Teachers on Teaching Science-Related Subjects in Secondary Schools

Preservice teachers’ visions of themselves: powerful teachers or powerful social studies teachers?

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