The social studies methods course: what do teacher candidates know and want to know about teaching social studies?

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.

Download Full-text

Multimodality in the Preparation of Teachers of the Social Studies

Academic Knowledge Construction and Multimodal Curriculum Development - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-4797-8.ch008 ◽

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.

Download Full-text

No More Playing in the Dark: Twenty-First Century Citizenship, Critical Race Theory, and the Future of the Social Studies Methods Course

Rethinking Social Studies Teacher Education in the Twenty-First Century ◽

10.1007/978-3-319-22939-3_4 ◽

2016 ◽

pp. 61-79 ◽

Cited By ~ 2

Author(s):

Patricia L. Marshall ◽

Meghan McGlinn Manfra ◽

Crystal G. Simmons

Keyword(s):

Critical Race Theory ◽

Social Studies ◽

First Century ◽

Methods Course ◽

Critical Race ◽

Race Theory ◽

Social Studies Methods ◽

The Social ◽

The Future ◽

Twenty First Century

Download Full-text

Improving Coherence in Teacher Education

Handbook of Research on Field-Based Teacher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-6249-8.ch007 ◽

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.

Download Full-text