Proposing Core Practices for Social Studies Teacher Education: A Qualitative Content Analysis of Inquiry-Based Lessons

Autor/in	Cuenca, Alexander
Titel	Proposing Core Practices for Social Studies Teacher Education: A Qualitative Content Analysis of Inquiry-Based Lessons
Quelle	In: Journal of Teacher Education, 72 (2021) 3, S.298-313 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cuenca, Alexander)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487120948046
Schlagwörter	Social Studies; Preservice Teacher Education; Secondary Education; Educational Practices; Core Curriculum; State Standards; Active Learning; Inquiry; Instructional Design; Academic Language; Interdisciplinary Approach; Questioning Techniques; Discussion (Teaching Technique); Concept Formation; Relevance (Education); Current Events; Critical Theory; Social Justice; New York + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Bildungspraxis; Kerncurriculum; Aktives Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Befragungstechnik; Fragetechnik; Concept learning; Begriffsbildung; Relevance; Relevanz; Aktualität; Kritische Theorie; Soziale Gerechtigkeit
Abstract	As states, school districts, and teachers continue to adopt the inquiry-based principles of the College, Career, and Civic (C3) Framework, social studies teacher education must engage in a concomitant instructional shift to focus its efforts on preparing inquiry-based educators. One possible approach is to organize social studies teacher education around core practices. In this study, I attempt to surface the core practices found in social studies classrooms through a qualitative content analysis of the lessons using the Inquiry Design Model (IDM), an instructional design process based on the elements of the C3 Framework. Seven core practices to organize social studies teacher education are proposed: (a) establishing social studies academic language, (b) helping students recognize the interdisciplinary nature of social studies phenomena, (c) using interpretive questions, (d) helping students organize inquiries, (e) connecting inquiries to students' lives, (f) structuring opportunities for discussion, and (g) extending inquiry into the civic lives of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01