Reframing a Social Studies Methods Course: Preparing Elementary Teacher Candidates for the Common Core

2016 ◽  
Vol 107 (5) ◽  
pp. 165-170 ◽  
Author(s):  
Ann Marie Gleeson ◽  
Lisa Andries D'Souza
Keyword(s):  
Social Studies ◽  
Common Core ◽  
Elementary Teacher ◽  
Teacher Candidates ◽  
Methods Course ◽  
Social Studies Methods ◽  
The Common ◽  
Elementary Teacher Candidates

Elementary Teacher Candidates' Use of Number Strings: Creating a Math-Talk Learning Community

2015 ◽  
Vol 3 (2) ◽  
pp. 99-115
Author(s):  
Laura Bofferding ◽  
Melissa Kemmerle
Keyword(s):  
Beginning Teachers ◽  
Learning Community ◽  
Elementary Teacher ◽  
Teacher Candidates ◽  
Exploratory Study ◽  
Student Participation ◽  
Methods Course ◽  
Math Talk ◽  
Elementary Teacher Candidates

This article presents the results of an exploratory study detailing 4 teacher candidates' initial implementations of a number string protocol in which they presented sequences of related problems to 3rd graders. We detail how the teacher candidates were taught the components of the protocol in their methods course and describe the math-talk (student-participation) levels that occurred during their 1st number string experience with their students. We coded the lesson transcripts for math-talk levels, which range from teacher-led to student-driven, and provide examples of the number strings and excerpts from the teacher candidates' reflections to illustrate our results. Results indicate that number strings are a supportive structure for beginning teachers as they facilitate math talk.

Multimodality in the Preparation of Teachers of the Social Studies

2016 ◽  
pp. 1501-1536
Author(s):  
Margaret E. Bérci
Keyword(s):  
Social Studies ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Methods Course ◽  
Social Studies Methods ◽  
Web Based ◽  
Education Practice ◽  
Face To Face ◽  
The Social ◽  
Study Process

The chapter outlines a project designed to address the challenges in developing and delivering the Social Studies methods course. The knowledge base represents a symbiotic integration of selected philosophical, theoretical, and methodological ideas. Specifically, it reports on two pilot courses that integrate online, traditional face-to-face, and Web-based formats. The project scaffolds the resulting weave with the Case Study process for Problem-Based Learning. This integration advances teacher education practice and facilitates the development of teacher candidates' democratic understanding of the issues surrounding the teaching and learning of Social Studies. It demonstrates the usefulness of multimodality in Education.

Improving Coherence in Teacher Education

2018 ◽  
pp. 166-191
Author(s):  
Tracy L. Weston
Keyword(s):  
Teacher Education ◽  
Social Studies ◽  
Teacher Candidates ◽  
Teacher Educator ◽  
Theory And Practice ◽  
Methods Course ◽  
Social Studies Methods ◽  
Elementary Literacy ◽  
Coherent Field ◽  
Definition Of

This chapter describes the author's work as a teacher educator to establish, sustain, and improve a methods course partnership with a local K-6 school using an integrated school-situated, practice-based model. The model was designed with an aim of improving the coherence of teacher candidates' experiences and learning to better prepare them for the complicated work of equitable teaching. Coherent field-based components in teacher education offer opportunities to mitigate divisions between 1) theory and practice and 2) coursework and fieldwork. The chapter begins with a definition of coherence, describes how this definition of coherence was used to design an elementary literacy/social studies methods course, shares data to evaluate the course from the perspective of the teacher candidates, and describes what candidates learned by participating in the course.

Multimodality in the Preparation of Teachers of the Social Studies

2014 ◽  
pp. 128-163
Author(s):  
Margaret E. Bérci
Keyword(s):  
Social Studies ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Methods Course ◽  
Social Studies Methods ◽  
Web Based ◽  
Education Practice ◽  
Face To Face ◽  
The Social ◽  
Study Process

The chapter outlines a project designed to address the challenges in developing and delivering the Social Studies methods course. The knowledge base represents a symbiotic integration of selected philosophical, theoretical, and methodological ideas. Specifically, it reports on two pilot courses that integrate online, traditional face-to-face, and Web-based formats. The project scaffolds the resulting weave with the Case Study process for Problem-Based Learning. This integration advances teacher education practice and facilitates the development of teacher candidates' democratic understanding of the issues surrounding the teaching and learning of Social Studies. It demonstrates the usefulness of multimodality in Education.

scholarly journals HOTSCC-Ichsan: HOTS of Climate Change with Ichsan’s Taxonomy for Elementary Teacher Candidates

2022 ◽  
Vol 8 (1) ◽  
pp. 13-17
Author(s):  
Ilmi Zajuli Ichsan ◽  
Diana Vivanti Sigit ◽  
Nur Fadli Hazhar Fachrial ◽  
Sri Nurafifah ◽  
Ahmad Ali ◽  
...  
Keyword(s):  
Climate Change ◽  
Elementary Teacher ◽  
Teacher Candidates ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
School Level ◽  
Higher Order Thinking Skills ◽  
Environmental Learning ◽  
Elementary Teacher Candidates ◽  
Data Collection Technique

It is a necessity to develop environmental learning to solve climate change problems, in particular. One of the focuses is climate change learning at the elementary school level that requires elementary teacher candidates to understand various climate change issues. Skills needed are Higher Order Thinking Skills (HOTS) measurable using Ichsan’s taxonomy as an innovation. Ichsan’s taxonomy consists of six thinking levels, namely identify, compare, implement, criticize problems, solve problems, and develop innovation. The study describes the HOTS of elementary teacher candidates using the HOTS of Climate Change with Ichsan’s taxonomy (HOTSCC-Ichsan). The study uses a descriptive method with a survey as the data collection technique. The study finds that the HOTS scores of the elementary teacher candidates measured using the HOTSCC-Ichsan are in a very low category (28.03). The finding indicates the need to enhance the HOTS-based learning intensively for the elementary teacher candidates. It requires learning media development to address the low HOTS. The research conclusion is that the HOTS of the elementary teacher candidates is low and needs an improvement

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