scholarly journals Using a problem based, multimedia enhanced approach in learning about teaching

2002 ◽  
Vol 18 (3) ◽  
Author(s):  
Susan E. Gibson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Studies ◽  
Curriculum And Instruction ◽  
Traditional Instruction ◽  
Field Trip ◽  
Education Faculty ◽  
Social Studies Curriculum ◽  
Virtual Field ◽  
Integrate Technology

Many teachers graduate from teacher education institutions with minimal understanding about how to use technology in their classrooms. This is due mainly to the limited exposure they receive to innovative uses for technology in their preservice programs. There is a need for more information on what new ways of teaching using computers by education faculty might look like. Faculty sharing of stories about their own innovative attempts to integrate technology can be powerful catalysts for others. This article describes the use of a WebCT based virtual field trip to a school used as part of a social studies curriculum and instruction course, designed to help preservice teachers to "rethink" traditional instruction.

The Transference Between Elementary Preservice Teachers' Courses and Technology Use in Teaching

2018 ◽  
pp. 1459-1489
Author(s):  
Debra R. Sprague ◽  
Maria Katradis
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Elementary Teachers ◽  
Case Studies ◽  
Technology Use ◽  
Data Sources ◽  
Mixed Method Study ◽  
Teachers Perceptions ◽  
Elementary Preservice Teachers ◽  
Integrate Technology

This mixed-method study explored a cohort of 18 preservice elementary teachers' perceptions of technology and their abilities to integrate technology in their teaching. Data sources included blog postings, a confidence survey, lessons plans and observations. Results showed a disconnect between the blog postings and confidence survey (their perceptions) and their lessons plans and observations (their abilities). Five case studies were examined, using the TPACK framework, to determine where the disconnect was occurring. Although Technical Knowledge seemed to be an issue for some, the majority of the preservice teachers struggled with Pedagogical Knowledge. Suggestions for how to address this issue are included. Implications for teacher education are discussed.

Interactive co-teaching strategies: developing effective partnerships

2018 ◽  
Vol 26 (3) ◽  
pp. 260-269
Author(s):  
Carolyn Casale ◽  
Stephanie Thomas
Keyword(s):  
High School ◽  
Teacher Education ◽  
Social Studies ◽  
High School Teachers ◽  
University Education ◽  
Education Faculty ◽  
School Teachers ◽  
Student Centered ◽  
Content Type ◽  
Teacher Education Faculty

Purpose The purpose of this study is to understand how to develop closer partnership ties among university education faculty and local high school teachers. This study consisted of a university-based teacher education faculty and a high school social studies teacher co-teaching controversial topics using interactive student-centered approaches at a high school in the southeastern United States. Design/methodology/approach A qualitative design included data sources from lesson plans, student assignments and the co-teacher’s reflection process. The theoretical frame integrates reflective practice, culturally relevant teaching and Zeichner’s hybrid space. Findings The findings of this research identified best practices for an effective co-teaching partnership between university-based teacher education faculty and social studies high school teachers. Originality/value The significance and practical implications are to develop partnerships to promote effective teaching.

scholarly journals Policy in the Way of Practice: How Assessment Legislation Is Affecting Social Studies Curriculum and Instruction in Ohio

2011 ◽  
Vol 6 (7) ◽  
Author(s):  
Thomas Misco ◽  
Nancy Patterson ◽  
Frans Doppen
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Instructional Strategy ◽  
Curriculum And Instruction ◽  
High Stakes Testing ◽  
National Context ◽  
Social Studies Curriculum ◽  
High Stakes ◽  
The Social

In a national context of standards and high-stakes testing, concerns are emerging about challenges to the already tenuous position of the citizenship mission in the social studies curriculum. In this qualitative study, the authors administered a survey to social studies teachers in Ohio and conducted follow-up interviews focusing on the present purposes of social studies and the ways in which standards and testing are affecting instructional practice. The findings reveal a perception of standards as being of high quality, yet ultimately undermined through changes in scope and se-quence, narrowing of the curriculum, and a paucity of time to enact them. In addition, respondents indicated that high-stakes testing has become the primary curricular focus, which impacts instructional strategy decision making and frustrates citizenship education.

The Real World Buffalo

2011 ◽  
pp. 888-903 ◽  
Author(s):  
Marion Barnett
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Distance Learning ◽  
Literacy Practices ◽  
Teacher Education Program ◽  
Positive Attitudes ◽  
Virtual Field ◽  
College Classes ◽  
Technology Grant ◽  
K 12

Videoconferencing is one form of distance learning that can enhance teacher education programs by linking students in higher education with Pre-K–12 schools. As part of a Preparing Tomorrow’s Teachers to use Technology grant (PT3), a teacher education program utilized distance learning to link college classes with an urban school. Mediated observations of specific literacy practices were integrated into a traditional introductory literacy course. Preservice teachers observed urban teachers teaching literacy. Immediately following these observations, the preservice teachers were granted the opportunity to reflect on the lesson by conversing with the teachers via distance learning. Initial findings suggest students acquired positive attitudes toward teaching in urban classrooms and preferred this virtual field experience to a traditional in-school placement.

The Real World Buffalo

2008 ◽  
pp. 173-190
Author(s):  
Marion Barnett
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Distance Learning ◽  
Literacy Practices ◽  
Teacher Education Program ◽  
Positive Attitudes ◽  
Virtual Field ◽  
College Classes ◽  
Technology Grant ◽  
K 12

Videoconferencing is one form of distance learning that can enhance teacher education programs by linking students in higher education with Pre-K–12 schools. As part of a Preparing Tomorrow’s Teachers to use Technology grant (PT3), a teacher education program utilized distance learning to link college classes with an urban school. Mediated observations of specific literacy practices were integrated into a traditional introductory literacy course. Preservice teachers observed urban teachers teaching literacy. Immediately following these observations, the preservice teachers were granted the opportunity to reflect on the lesson by conversing with the teachers via distance learning. Initial findings suggest students acquired positive attitudes toward teaching in urban classrooms and preferred this virtual field experience to a traditional in-school placement.

The Transference between Elementary Preservice Teachers' Courses and Technology Use in Teaching

2015 ◽  
pp. 108-134
Author(s):  
Debra R. Sprague ◽  
Maria Katradis
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Elementary Teachers ◽  
Case Studies ◽  
Technology Use ◽  
Data Sources ◽  
Mixed Method Study ◽  
Teachers Perceptions ◽  
Elementary Preservice Teachers ◽  
Integrate Technology

This mixed-method study explored a cohort of 18 preservice elementary teachers' perceptions of technology and their abilities to integrate technology in their teaching. Data sources included blog postings, a confidence survey, lessons plans and observations. Results showed a disconnect between the blog postings and confidence survey (their perceptions) and their lessons plans and observations (their abilities). Five case studies were examined, using the TPACK framework, to determine where the disconnect was occurring. Although Technical Knowledge seemed to be an issue for some, the majority of the preservice teachers struggled with Pedagogical Knowledge. Suggestions for how to address this issue are included. Implications for teacher education are discussed.

Strategies for Mainstreaming Education for Sustainability into the Nigerian Social Studies Teacher Education Programme

2016 ◽  
Vol 9 (3) ◽  
pp. 182
Author(s):  
Olalekan Elijah Ojedokun
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Studies ◽  
Education Programme ◽  
Education For Sustainability ◽  
Clear Cut ◽  
Learning Content ◽  
Social Studies Teacher ◽  
The Subject ◽  
Informed Citizenry

This paper supports the advocacy for a sustainable future and discusses the strategies that could be adopted in order to make Social Studies, an integrated social science subject in the Nigerian school curricula which is saddled with the responsibility of promoting informed citizenry to educate for sustainability. Issues surrounding the prospect of using Social Studies to teach the rudiments of Education for Sustainability are discussed after having examined the strength, weakness, opportunities and strength of Social Studies, especially at the level of teacher education. The study concluded that the threat to Social Studies which are enormous may need to be quickly addressed so that teacher education institutions may have clear-cut directions on how to mainstream the learning content of Education for Sustainability into the subject and consequently prepare preservice teachers that are critical and holistic in their thinking to handle a more robust holistic Social Studies in the primary and secondary schools in Nigeria.

scholarly journals Economics (Only) Now: the Temporal Limitations of Economics as Part of A Critical Social Studies Pedagogy

2019 ◽  
Vol 9 (1) ◽  
pp. 36
Author(s):  
Neil Shanks
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Studies ◽  
Content Knowledge ◽  
Teacher Education Program ◽  
The Past ◽  
Future Action ◽  
Social Studies Teacher ◽  
Social Studies Teacher Education ◽  
Critical Social

This study speaks to the limited literature on economics way that preservice teachers in an urban teaching program conceptualize the function of economics within social studies. Utilizing case study methods and a theoretical framework that intersects critical pedagogy as part of a broader, critical, social studies pedagogy. Specifically, it seeks to understand the pedagogical tenets of social analysis with the idea of a counter-hegemonic stance, the study offers insight into the role of economics as part of a broadly critical social studies teacher education program. The results indicate that preservice teachers’ purpose for teaching social studies and the function of economics were aligned in the mission to critically analyze society. However, preservice teachers’ purposes for social studies extended beyond the function of economics into the past, and informed active citizenship for future action. These results show that economics can be a significant part of a social studies education practice that seeks to analyze society, understand the past, and take action for a better future. Unfortunately, limited familiarity and content knowledge inhibit a broader application of the function of economics. Social studies teacher education must purposefully integrate economics content into the exploration of the past and a discussion of future action for justice in order to combat prevailing content knowledge issues in preservice teachers and to help them reconcile their purpose for teaching social studies through economics.

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