The effects of a social studies teacher training program, emphasizing global education, on the teaching behaviors of secondary level preservice teachers

Abstract Both the attitude of the preservice teacher and the subjective norm in the teacher-training program play a crucial role in the process towards inclusive education (Donnelly & Watkins, 2011). However, little research has been done on influencing the attitudes of preservice teachers via the subjective norm. Two studies were carried out using a pre- and post-test with students of the teacher-training program (N = 24, N = 34) who were divided into 2 experimental conditions in which the subjective norm was manipulated in the form of positive or negative discourse towards pupils with disabilities. Attitudes were assessed by the Chedoke-McMaster Attitudes Towards Children With Disabilities (CATCH) Scale (Rosenbaum, Armstrong, & King, 1986). Results show that we can cautiously assume that the subjective norm has an influence on the attitudes of the preservice teachers and that cognitive dissonance was experienced in which preservice teachers changed their own attitudes as a function of the subjective norm. The results of this study are therefore a plea for teacher education programs to not only focus on strong inclusive curricula but also pay sufficient attention to the inclusive mindset of teacher educators as role models for preservice teachers.

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Latin for All Identities

Journal of Classics Teaching ◽

10.1017/s205863101600009x ◽

2016 ◽

Vol 17 (33) ◽

pp. 35-39 ◽

Cited By ~ 3

Author(s):

Bethanie Sawyer

Keyword(s):

Teacher Training ◽

Training Program ◽

Master's Degree ◽

Secondary Level ◽

Teacher Training Program ◽

Master’S Degree ◽

Level I

It is commonly known that in Latin, the verb that means to teach (docere) takes a double accusative: you teach a subject and a student. After a Master's degree and 12 years of teaching at the secondary level, I feel like I am pretty good at teaching my subject. But what I have come to realise is that the Latin teacher training program I graduated from did not prepare me quite so well as to teach my students – in the sense that there was a very important aspect of teacher training missing from my program and, as far as I knew, every other program out there. I never formally learned the importance of an inclusive and affirming classroom and curriculum, or how to achieve it.

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Workshop for Modeling a Lesson in the Social Studies Teacher Training Program

Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.) ◽

10.37492/etno.2020.16.36.010 ◽

2020 ◽

Author(s):

Е.П. Куренышева ◽

И.В. Мысливченко

Keyword(s):

Teacher Training ◽

Social Studies ◽

Social Science ◽

Training Program ◽

Science Teachers ◽

Federal Law ◽

The Social ◽

Social Studies Teacher ◽

Special Relevance ◽

Modern Technologies

авторы обосновывают особую актуальность проблемы обучения современным технологиям моделирования урока будущих учителей обществознания. В статье раскрывается содержание практикума моделирования урока по обществознанию, нацеленного на формирование профессиональных компетенций учителя основной и средней общей школы в соответствии с действующим ФГОС. Авторы также обобщают опыт преподавания данного учебного курса в Институте социально-гуманитарного образования МПГУ. the Authors substantiate the special relevance of the problem of teaching students who are preparing to become social science teachers to modern technologies of lesson modeling. The article reveals the content of the practice of modeling a lesson in social science, aimed at the formation of professional competencies of teachers of primary and secondary General schools in accordance with the current Federal law. The authors also summarize the experience of teaching this course at the Institute of social and humanitarian education of MPSU.

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