Social Studies Teacher Education: Practices, Problems, and Recommendations.

Autor/inn/en	Tucker, Jan L.; Joyce, William W.
Institution	Social Science Education Consortium, Inc., Boulder, CO.; ERIC Clearinghouse for Social Studies/Social Science Education, Boulder, CO.
Titel	Social Studies Teacher Education: Practices, Problems, and Recommendations.
Quelle	(1979), (88 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Competency Based Teacher Education; Educational Needs; Educational Objectives; Educational Practices; Educational Problems; Educational Responsibility; Educational Trends; Employment Opportunities; Enrollment Trends; Higher Education; Inquiry; Interdisciplinary Approach; Multicultural Education; Questionnaires; Social Studies; State of the Art Reviews; Surveys; Teacher Attitudes; Teacher Employment; Teacher Role + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Bildungspraxis; Erziehungsverantwortung; Bildungsentwicklung; Berufschance; Beschäftigungschance; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Multikulturelle Erziehung; Fragebogen; Gemeinschaftskunde; Entwicklungsstand; Survey; Umfrage; Befragung; Lehrerverhalten; Lehrerrolle
Abstract	The paper explores the current state of affairs in social studies teacher education at the elementary and secondary levels. Information is based on analysis of data derived from a survey questionnaire administered to 39 selected social studies teacher educators throughout the country. The monograph is presented in three major sections. Sections I and II focus on teacher education at the elementary and secondary levels. Eight categories treated at both levels were institutional trends (integration of social studies with other subject areas, improved teaching methods), back to basics (inquiry skills stressed), the shrinking job market (most often ignored by teacher educators), new content (often infused into existing curriculum), multicultural education (high interest but slow program development), exceptional students (usually a wait and see attitude), competition with other subjects (some resources lost through mathematics and reading mandates, fragmentation), and competency based teacher certification (under study). Trends, issues, needs, and promising practices in each of the categories are discussed. Section III offers recommendations for program development, policy action, and research. Recommendations include that social studies teacher educators should establish a national network and dialogue regarding the status and future of teacher education at undergraduate and postbaccalaureate levels. The appendix includes a copy of the 26-item questionnaire and a listing of teacher education resources. (DB)
Anmerkungen	Social Science Education Consortium, Inc., 855 Broadway, Boulder, Colorado 80302 (Order SSEC Publication Number 237, $4.50)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC