Preservice Social Studies Teachers' Perspectives and Understandings of Teaching in the Twenty-First Century Classroom: A Meta-Ethnography

Tannebaum, Rory P.

doi:10.17499/jsser.48097

Cited by 8 publications

(6 citation statements)

References 30 publications

(15 reference statements)

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“…Once preservice teachers exit the teacher education program, social studies methods instructors generally do not know how preservice teachers fare when teaching social studies in their own classroom, and whether their teacher training was beneficial (Ritter, 2012). Particularly because elementary social studies is taught so little in the classroom, preservice teachers may abandon what they learned in their social studies methods courses and resort to assigning students “fill in” activities (Hawkman et al, 2015, p. 204), or as Tannebaum (2015) concluded, choose to simply lecture as they often have experienced in their prior schooling.…”

Section: Literature Reviewmentioning

confidence: 99%

Correlating the Perceptions of Preservice Elementary Teachers and Social Studies in the Elementary Curriculum

Bousalis

2021

Journal of Education

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Elementary social studies is often viewed as less important than mathematics and reading. Although part of the curriculum, social studies is often overlooked by teachers due to testing demands. Therefore, it was important to investigate preservice teachers’ perceptions and attitudes about social studies upon entering their methods courses to determine what may be needed to enrich the course. The study’s findings suggest preservice teachers often hold negative views of social studies and fail to connect it to citizenship, the goal of social studies. The results have assisted educators in strengthening the methods courses to help preservice teachers teach social studies.

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Section: Literature Reviewmentioning

confidence: 99%

Correlating the Perceptions of Preservice Elementary Teachers and Social Studies in the Elementary Curriculum

Bousalis

2021

Journal of Education

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“…In one study, Starr (2012) cited the “gulf” of difference between what one learns within university social studies methods courses and the realities of the classroom. Moreover, Tannebaum (2015) found that preservice teachers leave education programs lacking knowledge in how to link real-world classrooms and the theories they learned regarding social studies. He called for more research to examine preservice teachers’ internalization of such theories.…”

Section: Theoretical Basementioning

confidence: 99%

Why don’t we teach social studies? Preservice teachers’ social studies self-efficacy

Haverback

2017

SSRP

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Purpose The majority of states and school systems within the USA have implemented the Common Core State Standards, but with this implementation and focus on language arts and mathematics, many believe that social studies education has lagged. The purpose of this paper is to investigate preservice teachers’ social studies self-efficacy, experiences, and beliefs. Participants were preservice teachers in a required education course. During this course, preservice teachers were required to complete a 20-hour practicum within a school. Participants completed a teacher social studies self-efficacy scale, as well as a reflection questionnaire and course discussions. Results showed that preservice teachers reported that they did not have social studies experiences within the practicum. Implications of this study support preservice teachers having additional social studies education and C3 Framework mastery experiences. Design/methodology/approach With regard to the teacher’s sense of efficacy scale, descriptive statistics (means, standard deviations) were calculated. Following qualitative tradition (Glaser and Strauss, 1967; Miles and Huberman, 1994), the author used a constant comparative method to code the reflection questionnaire and group discussions. This included calculating answers and coding themes across the sources. These data gleaned insight into the participants’ experiences within the course and practicum regarding the domain of social studies education. Findings To answer research question 1, means and standard deviations were calculated. Using the social studies teacher’s sense of efficacy scale, participants reported M=6.4, SD=1.25. Research question 2 concerned whether or not participants were given a mastery experience (practicum/tutoring) in social studies. Moreover, if they were not given such an experience, in what domain did they work? Results indicated that a few participants (19 percent) stated that they had an opportunity to tutor in social studies. Most reported that the majority of their tutoring is in reading (58 percent) or mathematics (24 percent). Research limitations/implications The findings from this study inform social studies research as it focuses on teacher social studies self-efficacy and mastery experiences within a practicum. First, preservice teachers in this study had relatively low self-efficacy beliefs in the domain of social studies. Second, the participants had very few mastery experiences in social studies. Finally, preservice teachers seem to feel that they will enjoy teaching social studies, and they did learn social studies within their schools. Practical implications Teacher educators are constrained in the time that they have to impart knowledge, pedagogy, and efficacy beliefs on preservice teachers. While evolving legislative mandates are at the forefront of many aspects of teaching, a teacher’s belief in his or her ability to teach may be what leads to perseverance in the classroom. Experiences within social studies classrooms and a use of the C3 Framework will help to highlight teachers’ and students’ growth within the domain of social studies. This study highlights the need for more mastery experiences in social studies as a way of strengthening new teachers’ content knowledge. Social implications The future of social studies education within the classroom seems to be a dire situation. The consequence of the marginalization of social studies within the classroom is twofold. First, students to do have direct social studies instruction. Second, preservice teachers do not have an opportunity to observe or teach within this domain. As stated earlier, legislation is guiding classroom instruction. However, if teachers and schools are informed, social studies education does not have to disappear from student’s classroom time. School systems and teachers who have not yet done so should begin to consider using the C3 Framework. Originality/value The need to understand preservice teachers’ social studies self-efficacy beliefs is of importance given the constraints that they will most likely be facing once they enter the classroom. In other words, if preservice teachers are expected to teach children social studies, teacher educators should understand their learning of and beliefs about teaching in this domain. This study focused on preservice teachers’ self-efficacy and social studies beliefs. This study highlights the need for more mastery experiences in social studies as a way of strengthening new teachers’ content knowledge. Today, there are limitations wherein preservice teachers do not have many experiences with social studies. Future approaches should focus on offering more mastery experiences to preservice teachers.

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“…Sedangkan orang dewasa, yang melakukan tidak kriminal disebut dengan kejahatan. Hal tersebut mengacu pada pendapat (Tannebaum, 2018) bahwa kenakalan remaja sebagai perilaku yang melanggar hukum atau kejahatan yang biasanya dilakukan oleh anak remaja yang berusia 16-18 tahun, jika perbuatan ini dilakukan oleh orang dewasa maka akan mendapat sanksi hukum. Perkembangan remaja pada hakikatnya merupakan usaha penyesuaian diri (Nugroho et al, 2020) (Widiastuti et al, 2020).…”

Section: Pendahuluan (Tnr-11 )unclassified

Pengembangan Model Pendidikan Karakter Kinerja

et al. 2023

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Adapun tujuan dari penelitian ini adalah untuk mengembangkan model pendidikan karakter kinerja, untuk mengetahui model pendidikan karakter kinerja yang diterapkan pada sekolah menengah, untuk mengetahui faktor-faktor penghambat terhadap efektivitas model pendidikan karakter yang diterapkan di sekolah menengah agar mengetahui model hipotetik pendidikan karakter kinerja. Metode yang digunakan dalam penelitian ini adalah penelitian pengembangan atau research development (R&D) dari borg & gall. Subjek penelitian ini adalah siswa dengan karakter yang sama di Kuningan yang ditentukan secara propursive sampling sejumlah 120 siswa. Tahapan pengembangan meliputi penelitian pengumpulan informasi, perencanaan, rancangan model awal, uji coba pendahuluan & revisi model, uji coba model utama & revisi model II, uji coba operasional revisi model III, model pendidikan karakter kinerja yang sudah di kembangkan. Hasil penelitian ini menunjukan bahwa model pendidikan karakter kinerja efektif dalam menguatkan karakter kinerja siswa di sekolah, faktor penghambat pembentukan karakter yaitu kurang ada kesadaran dari siswa, faktor keluarga, masyarakat yang kurang mendukung, perkembangan teknologi yang disalahgunakan, dan model pendidikan karakter terbukti dapat memberikan pengaruh positif dan efektif terhadap peningkatan karakter kinerja siswa.

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Preservice Social Studies Teachers' Perspectives and Understandings of Teaching in the Twenty-First Century Classroom: A Meta-Ethnography

Cited by 8 publications

References 30 publications

Correlating the Perceptions of Preservice Elementary Teachers and Social Studies in the Elementary Curriculum

Correlating the Perceptions of Preservice Elementary Teachers and Social Studies in the Elementary Curriculum

Why don’t we teach social studies? Preservice teachers’ social studies self-efficacy

Pengembangan Model Pendidikan Karakter Kinerja

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