A Profile of Twenty-First Century Secondary Social Studies Teachers

Autor/in	Fitchett, Paul G.
Titel	A Profile of Twenty-First Century Secondary Social Studies Teachers
Quelle	In: Journal of Social Studies Research, 34 (2010) 2, S.229-265 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-985X
Schlagwörter	Credentials; Educational Environment; Teacher Characteristics; Secondary School Teachers; Social Studies; Work Attitudes; Surveys; Comparative Analysis; Teacher Qualifications; Pedagogical Content Knowledge; At Risk Students + Suchen Sie Ihr Suchwort? Studienbuch; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gemeinschaftskunde; Work attitude; Arbeitshaltung; Survey; Umfrage; Befragung; Lehrqualifikation; Pädagogische Kompetenz
Abstract	The purpose of this study was to examine secondary social studies teachers' professional characteristics and workplace perceptions in order to better understand who represents social education in the twenty-first century. Utilizing data from the National Center for Educational Statistics Schools and Staffing Survey, parametric and non-parametric inferential tests were employed to compare secondary social studies practitioners with other core subjects (math, science, and English) in demographics, academic credentials, and workplace perceptions. In addition, selected characteristics were analyzed within the context of school ecological factors. Key results indicated that social studies remains a predominately White, male-dominated field. Compared to other core subjects, social studies practitioners tended to be more qualified to teach their discipline while collaborating less with peers in the workplace. Among school environment factors, social studies teachers were inclined to self-segregate due to race. Moreover, the least qualified social studies practitioners were more likely to work with the most "at-risk" school populations. These findings illustrated that social studies teachers' characteristics have not substantially changed over the last three decades, and a subpar level of social studies education is afforded the neediest learners. (Contains 8 tables and 4 notes.) (As Provided).
Anmerkungen	International Society for the Social Studies. University of Central Florida College of Education, Suite 123M P.O. Box 161250, Orlando, FL 32816. e-mail: ISSS@mail.ucf.edu; Web site: http://www.TheISSI.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10