Socialism and the Social Studies Teacher

1965 ◽  
Vol 56 (4) ◽  
pp. 136-143
Author(s):  
Peter A. Soderbergh
Keyword(s):  
Social Studies ◽  
The Social ◽  
Social Studies Teacher

scholarly journals The Relationship Between Possible Self of the Social Studies and History Teacher Candidates and the Attitudes Towards Teaching Profession

2020 ◽  
Vol 13 (4) ◽  
pp. 64
Author(s):  
Kamil Uygun ◽  
Muhammet Avaroğulları
Keyword(s):  
Social Studies ◽  
Teacher Candidates ◽  
Possible Selves ◽  
Linear Regression Analysis ◽  
Attitude Scale ◽  
Teaching Profession ◽  
Spring Semester ◽  
The Social ◽  
Social Studies Teacher ◽  
History Teacher

This study was conducted to determine to what extent the attitudes of pre-service teachers of social studies and history towards the teaching profession may predict possible teacher selves. Participants of the research are senior social studies teacher candidates studying at a public university in the spring semester of 2018-2019 academic year and history teacher candidates registered in the pedagogical formation program. Relational survey model, one of the survey models, was used in the research. The data was collected through Teacher Candidates Possible Selves Questionnaire and Attitude Scale towards Teaching Profession. The data obtained from the study were analyzed by Independent samples t test and simple linear regression analysis techniques. According to the results obtained from the research, there was no difference between the attitudes of social studies teacher candidates and history teacher candidates who received pedagogical formation education towards the teaching profession. While the department of teacher candidates was not effective on the expected teacher selves, it was determined that it was effective on the feared teacher selves. It has been understood that the attitude towards teaching profession is effective in predicting expected possible selves, but it is ineffective in predicting feared possible selves that are feared. Suggestions were made in line with the results obtained from the research.

A Practical Guide for Integrating Technology into Social Studies Instruction

2012 ◽  
pp. 378-392
Author(s):  
John H. Curry ◽  
David L. Buckner
Keyword(s):  
Social Studies ◽  
Learning Environments ◽  
Instructional Delivery ◽  
Interactive Whiteboards ◽  
Integration Of Technology ◽  
The Social ◽  
Social Studies Teacher ◽  
Audio Video ◽  
Social Studies Instruction ◽  
Levels Of Technology Integration

This chapter provides a resource to practitioners not only about what types of technologies can be integrated into Social Studies instruction, but also provides resources by Social Studies content area (U.S. History, World History, Government, Civics, Economics, Geography, Anthropology, Sociology, and Psychology). The intended audience is the Social Studies teacher who wants ideas on how to improve their instructional delivery and learning environment through the integration of technology. Differing levels of technology integration are defined. Major types of technologies covered in the chapter include audio, video, simulations, and interactive whiteboards. Implications include the opportunities for Social Studies educators to provide students content in more readily understandable ways and in richer learning environments.

Computational Thinking and Social Studies Teacher Education

2020 ◽  
pp. 1-16
Author(s):  
Thomas C. Hammond ◽  
Julie L. Oltman ◽  
Meghan M. Manfra
Keyword(s):  
Teacher Education ◽  
Social Studies ◽  
Computational Thinking ◽  
Worked Examples ◽  
Thinking Skills ◽  
Instructional Planning ◽  
Planning Model ◽  
Step Model ◽  
The Social ◽  
Social Studies Teacher

Computational thinking is highly applicable to social studies education, particularly decision-focused social studies. To better fit the disciplinary needs of social studies and align with social studies standards, we adapt and group computational thinking skills into a heuristic of data, patterns, rules, and questions (DPR-Q). We then propose a four-step model for social studies teachers to follow when planning lessons that integrate computational thinking within their curricular instruction. Both the DPR-Q heuristic and the instructional planning model are explained with worked examples from social studies classrooms. Successful integration of computational thinking into decision-focused social studies can both enrich the social studies curriculum and provide a curricular home for teaching computational thinking, bearing out Wing's claim that computational thinking is ‘everywhere' and ‘for everyone.'

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