Preservice preparation and other potential influences on in-service beliefs and practices: A tale of two secondary social studies teachers

2018 ◽  
Vol 42 (1) ◽  
pp. 81-94 ◽  
Author(s):  
Robert C. Jones ◽  
John W. Saye
Keyword(s):  
Social Studies ◽  
Social Studies Teachers ◽  
Beliefs And Practices ◽  
Secondary Social Studies ◽  
Preservice Preparation

scholarly journals Social Studies Teacher Perceptions of News Source Credibility

2020 ◽  
Vol 49 (4) ◽  
pp. 262-272
Author(s):  
Christopher H. Clark ◽  
Mardi Schmeichel ◽  
H. James Garrett
Keyword(s):  
Social Studies ◽  
Teacher Perceptions ◽  
News Media ◽  
Political Ideology ◽  
Source Credibility ◽  
Social Studies Teachers ◽  
News Sources ◽  
Secondary Social Studies ◽  
News Source ◽  
News Credibility

Politically tumultuous times have created a problematic space for teachers who include the news in their classrooms. Few studies have explored perceptions of news credibility among secondary social studies teachers, the educators most likely to regularly incorporate news media into their classrooms. We investigated teachers’ operational definitions of credibility and the relationships between political ideology and assessments of news source credibility. Most teachers in this study used either static or dynamic definitions to describe news media sources’ credibility. Further, teachers’ conceptualizations of credibility and perceived ideological differences with news sources were associated with how credible teachers found each source. These results indicate potential inconsistencies in how news credibility is defined and possible political bias in which sources social studies teachers use as exemplars of credibility.

scholarly journals Beliefs and practices of social studies teachers on inclusion

2019 ◽  
Vol 9 (2) ◽  
pp. 451-490
Author(s):  
Ahmet Çopur
Keyword(s):  
Social Studies ◽  
Content Knowledge ◽  
Social Studies Teachers ◽  
Case Study Method ◽  
Structured Interviews ◽  
Pedagogical Content ◽  
Beliefs And Practices ◽  
Inclusive Practice ◽  
Teachers Beliefs

The aim of the study is to demonstrate the reflections of social studies teachers' beliefs regarding inclusion and their students in in-class practices. The survey, conducted by the case study method, was performed with three Social Studies teachers. Observation and semi-structured interviews were used as data collection techniques. Data obtained from observations and interviews were analysed by content analysis. In the study, it has been found that teachers have the belief that academic objectives should be pursued during inclusive practice, in accordance with the modern philosophy of inclusion. In addition, teachers have the perception that the inclusion students can learn every subject up to a certain level. It was identified that teachers cannot turn these beliefs into practice, and inclusion students are "neglected". It was concluded that this gap between belief and practice is caused by factors such as inadequate pedagogical content knowledge, inability to comprehend the philosophy of inclusion, the gap between the theoretical education and practice, and inadequate education resources at school. Depending on the obtained results, suggestions were made towards increasing teachers' self-efficacy on inclusive practice, establishing a direct connection between education faculties and schools, and ensuring coordination between the stakeholders.

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