Social Studies Teacher Education Program Research Articles

Satisfaction Levels of Social Studies Teacher Candidates with Regard to Distance Education

This study aimed to examine the satisfaction levels of pre-service social study teachers regarding distance education. Based on this purpose, survey and causal comparison models, which are among the quantitative research approaches, were preferred together. The study population consists of students in the Social Studies Teaching undergraduate program. The sample consisted of 238 pre-service Social Studies teachers studying in the Social Studies Teacher Education program at İnönü University, who were selected from the population using the simple random sampling method. The data of the study were obtained by using the "satisfaction scale" developed by Ilgaz (2008). The data collected with the satisfaction scale used to determine the satisfaction of pre-service social studies teachers with distance education were examined for normality before being analyzed. In this direction, skewness and kurtosis values were examined (Gürbüz Şahin, 2017). It was determined that the skewness and kurtosis values obtained because of the analysis were within the "±1.5" range determined according to Tabachnick and Fidell (2013). The determined values show that the scale data meet the normal distribution criteria. Therefore, unrelated samples t-test and ANOVA, which are parametric tests, were used in the analysis because of the research, it was concluded that the satisfaction levels of pre-service teachers regarding distance education were high.

Evaluating Stakeholders Curricular Needs: Global Literacy in Social Studies Teacher Education

This study aims to evaluate the curriculum of the Globalization and Society course under the Social Studies Teacher Education Program. We attempted to determine the educational needs of the various curriculum stakeholders and the extent to which the relevant course met these needs. For this purpose, we aimed to reveal how effectively the globalization and society curriculum addresses stakeholders' needs regarding antecedents, transactions, and outcomes. We chose the research design (singular case study) because we evaluated the curriculum as a single case. We also used Stake's Responsive Evaluation Model during the curriculum evaluation process. We conducted structured and semi-structured interviews with curriculum stakeholders such as social studies teachers, pre-service teachers, course instructors, and a curriculum expert. The findings indicate that curriculum stakeholders have different perspectives and expectations regarding the course's objectives and contents. However, these objectives and contents needed to be better integrated into teacher education and social studies teaching. This case may indicate that social studies teaching handles globalization in a limited way.

Adding International Elements to a Social Studies Teacher Education Program

Here the author shares his attempt to add, without financial cost, substantive and dynamic international experiences to the secondary social studies teacher education program he facilitates. He provides thick descriptions of (1) the overarching goals of a collaborative, online, international learning project, (2) the curriculum materials he helped design and the classroom experiences he orchestrated, and (3) the project’s international context. Moreover, this paper advocates for internationalization by describing a 5-week, inquiry-based project that featured university students in Japan and the US using an online video discussion platform to asynchronously introduce themselves to international peers, share their understanding of powerful social studies instruction, explore similarities in social studies education between the two nations, refine their understanding of international education, and share ideas for a wise-practice classroom activity that could be taught to secondary students in both nations. Because this article shares the project’s rationale, schedule, assignments, and assessment rubrics, it may prove helpful for teachers and teacher educators as they envision ways to further prepare students to think and act globally.

Democratizing social studies teacher education through mediated field experiences and practice-based teacher education

This dual methods study explored one social studies teacher education program as it attempted to incorporate a cycle of practice-based teacher education into a methods course for the purpose of democratizing the teacher education experience. In addition to detailing the pedagogical decisions of the course instructor, researchers followed two social studies teacher candidates into their student teaching experience. Findings suggested that promoting social studies practice through a pedagogy of enactment is not enough. Rather, mentor teachers, course instructors, and teacher candidates need to be aligned pedagogically as to the purposes and practices of social studies education.

The Relationship between Prospective Social Studies Teachers’ Attitudes towards Gender Roles and Entrepreneurship Levels

Social studies is an important course to include current issues and associate them with life. Within the course, the concept of gender and supporting the entrepreneurship of individuals are noteworthy. Since it is an interdisciplinary course, the recognition of gender roles, and understanding correctly and developing the concept of entrepreneurship are emphasized in the course content. The aim of this study is to determine the relationship between the prospective social studies teachers’ attitudes towards gender roles considered to play an important role in the emergence of entrepreneurial skills and their entrepreneurship levels. For this purpose, the study was carried out using a relational screening model. The study group consisted of 222 prospective teachers studying in social studies teacher education program at a university located in the Central Black Sea Region of Turkey during the 2016-2017 academic year. In the study, Gender Roles Attitude Scale developed by Zeyneloğlu (2008) and University Students Entrepreneurship Scale developed by Yılmaz and Sünbül (2009) were used as data collection tools. As a result of the study, it was found that there is a significant relationship between the participants’ egalitarian gender role attitudes and entrepreneurship levels.

The effect of preservice social studies teachers’ pupil control ideologies on their classroom management beliefs

The purpose of this research is to set forth the impact of preservice social studies teachers’ pupil control ideologies on their classroom management beliefs. The research was conducted via a correlational survey model, which is among quantitative research methods. The sample of the research consists of 221 preservice teachers who received their education during the 2018-2019 academic year in the Social Studies Teacher Education Program at Mugla Sitki Kocman University. In the research “Pupil Control Ideologies Scale” and “The Attitudes and Beliefs on Classroom Control (ABCC) Inventory” were used. In conclusion, it was determined that pupil control ideologies make a low degree impact in the positive direction on instructional management sub-dimension, and a low degree impact in the negative direction on people management sub-dimension, of classroom management beliefs.

Sınıf Dışı Coğrafya Öğretimi ve Müze Eğitimi Derslerini alan Sosyal Bilgiler Öğretmen Adaylarının Psikososyal Kazanımlarının İncelenmesi

The academic outcomes of courses are evaluated by teacher grades or achievement tests; however, their psychological and interpersonal benefits are usually unknown. Therefore, the purpose of this study was to investigate the views of social studies teacher candidates on the psychological and interpersonal outcomes of the outdoor education courses they took, namely Geography Teaching and Museum Education. A descriptive qualitative research methodology was employed with a homogeneous sampling technique. The participants, who were voluntarily recruited, included 24 social studies teacher candidates who took the Geography Teaching and Museum Education classes as part of the Social Studies Teacher Education Program. Data were collected through focus group interviews. Recorded interviews were transcribed and then analyzed thematically. The results showed that participation in outdoor courses improved students’ relationships with their peers and lecturers, increased their motivation for class attendance, and helped them manage their stress.

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

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.

The Awareness of Social Studies Teacher Candidates’ Regarding Special Area Competencies and The Overlap Level of These Competencies With Social Studies Degree

The purpose of this research is to determine the social studies teacher candidates’ opinions about to what extend they have Social Studies Teacher Special Field Competencies (SSTSFC). This research also aims to discover possible relationship between the Public Personnel Selection Examination (KPSS) Teaching Area Knowledge Exam and the Social Studies Degree Program. The authors made use of qualitative research design with semi-structured interviews for data collection purposes in this study to determine social studies teacher candidates’ opinions about SSTSFC. The participants of the study consisted of 8 (6 male, 2 female) social studies teacher candidates who took all content knowledge courses in 2014-2015 academic year at Bartın University. The authors applied content analysis method to analyze the data. The results of the study showed that social studies teacher candidates evaluated themselves as inadequate in content knowledge, pedagogical knowledge, and teaching competencies, which composed SSTSFC. Teacher candidates also stated that they feel inadequate in monitoring and evaluating skills for both theoretically and practically. In addition, participants classified themselves as inadequate in managing and organizing teaching process. They also stated that social studies teacher education program should more focus on practicing.

Sosyal Bilgiler Öğretmen Adaylarının Kültür Kavramına ve Farklı Kültürlere Yaklaşımı

The main aim of this research is to reveal how social studies teacher candidates perceive the concept of culture and approach different cultures. Qualitative research methods and techniques were used in the study. The semistructured interview technique was used as a data collection tool. The participant group consists of eight students studying in a university social studies teacher education program in Istanbul. The data obtained in the research were analyzed by following the content analysis steps. From the findings of the study, the participants reached the conclusion that they understood the concept of culture based on the concepts of religion and language and that they made different cultural definitions with this basic movement, as well as believe that different cultural students should be included in the culture transfer process for social adaptation.

Preservice teachers’ visions of themselves: powerful teachers or powerful social studies teachers?

PurposeThe purpose of this paper is to share findings from research on preservice social studies teachers’ visions of themselves as they prepare to enter their student teaching experience.Design/methodology/approachThe guiding research question for this study asked, “How do preservice social studies teachers articulate their visions of themselves as powerful social studies teachers just before their student teaching experience?”FindingsThe authors found that their visions of themselves emphasized aspects of powerful teaching, yet lacked explicit and important connections to social studies teaching. In their discussion and conclusions, they share the implications of these findings for their social studies teacher education program and other social studies education programs generally.Originality/valueThe authors contend that while powerful teaching is important, without an emphasis on powerful social studies teaching, they may struggle to achieve social studies teaching goals and purposes, such as teaching for democratic living, the common good, or citizenship. The distinction between powerful teaching and powerful social studies teaching, the authors believe, should be of concern for social studies teacher educators interested in positioning student teachers to create classroom spaces focused on the common good, national and global societies, or the deepening of democracy.

Views of Turkish Social Studies Teacher Candidates about History Lessons Taught in Social Studies Teacher Education Program

The aim of this study is to determine the views of Turkish social studies teacher candidates about history lessons, as taught in the social studies teacher education program of the Faculty of Education at Karadeniz Technical University. Survey research based on a qualitative research methodology was used in this study. An open-ended questionnaire and semi-structured interviews were used in the research as data collection instruments. 100 final-year teacher candidates participated in the questionnaire and 12 candidates were interviewed. The data collected showed that the history lessons they were taught did not provide them with enough benefits, because of insufficient time and because of teacher-centered approaches. Apart from this, more than half of the teacher candidates thought that the education they were given gave them adequate ability to teach history topics in the social studies curriculum effectively in social studies lessons when they became teachers. History lessons about Turkish history, especially the Seljuks, Ottomans and the Turkish Republic, were seen as the most important lessons. Teacher candidates thought that these lessons were important for transmitting knowledge of Turkish history and culture, which reflects the classic history teaching tradition in Turkey.

The analysis of pre-service social studies teachers' academic self-efficacy

The purpose of this study is to determine the pre-service social studies teachers' academic self-efficacy. Research data were obtained from a total of 433 pre-service teachers who studied at the department of social studies at a state university in Ankara in 2013-2014 academic years. In this research involving the use of mixed method, "Academic Self-Efficacy Scale" developed by Jerusalem and Schwarzer (1981) and adapted to Turkish by Yılmaz, Gürçay and Ekici (2007) and "Personal Information Form" and "Academic Self-Efficacy Oriented Opinion Form" developed by researchers were used. It has been concluded on the quantitative dimension of the research that academic self-efficacy of the pre-service teachers shows statistically significant differences in terms of gender variable, and it does not show statistically significant differences in terms of class, daily study time and regular use of the library, reason for choosing social studies teacher education program and the number of books that they read other than textbooks after starting the college. On the qualitative dimension of the research the obtained data supported the pre-service teachers in terms of "feeling competent in the academic sense", "study and exam preparation habits" and "college expectations".

Economic Literacy Levels of Social Studies Teacher Candidates

The purpose of this study is to determine the levels of economic literacy – an important component of being a goodcitizen – among seniors studying at social studies teacher program which aims at cultivating good citizens and to findout its relationships in terms of various variables. The quantitative sample of the study was comprised of 726 seniorteacher candidates studying at Social Studies Teacher Education Program of the universities from seven differentregions in 2013-2014 academic year. The qualitative sample included 436 teacher candidates from the quantitativesample. An Economic Literacy Questionnaire was used to determine the economic literacy levels of teachercandidates and the questionnaire was made up of 3 sections as personal data form, economic literacy test and astudent opinion form on the topics of economic literacy. The results from the study revealed that economic literacylevels of social studies teacher candidates were found to be moderate, which also seemed to be supported by theresponses of teacher candidates. Based on the results, it is thought to be helpful to increase the number of economicsclasses in the undergraduate program in order to the increase the economic literacy levels of teacher candidates.

ANALYZING OFFICIAL AND OPERATIONAL CURRICULUM OF SOCIAL STUDIES TEACHER EDUCATION

The aim of this research is to analyze the Social Studies Teacher Education Program (SSTEP) and determine the problems encountered in practice according to the views of teacher educators and prospective teachers at Ankara University, Faculty of Educational Sciences. Two study groups of participants were included in this study. Ten prospective social studies teachers in their last year of matriculation constituted the first study group. The second group consisted of teacher educators lecturing in SSTEP. All participants voluntarily expressed their views on the official and operational curriculum. A focus group interview with prospective teachers and semi-structured interviews with teacher educators provided the data. Data collected from both study groups were analyzed using descriptive analysis technique. Results showed that some changes were necessary concerning the sequence of some courses per semester and the theory-practice balance of the courses in the program. Furthermore, some courses should be removed from the program and some new courses should be added. As for teacher educators’ and prospective teachers’ views on operational curriculum, it is emphasized that there are some problems related with physical conditions, teacher educators, learning-teaching processes, evaluation of teacher educators, student profiles, teaching practices, and a lack of some units. Results are thought to be significant in terms of contributing to the development of teacher education programs. KEYWORDS: social studies teaching, teacher education program, prospective teacher. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.661

An Instructional Model to Support Problem-Based Historical Inquiry: The Persistent Issues in History Network

For over a decade, we have collaborated with secondary school history teachers in an evolving line of inquiry that applies research-based propositions to the design and testing of a problem-based learning framework and a set of wise practices that represent a professional teaching knowledge base for implementing a particular model of instruction, problem-based historical inquiry (PBHI). PBHI centers history instruction on decision-making about persistent societal problems as they occur in particular historical periods. In order to prepare future teachers to be better able to implement this model in their classrooms, we have integrated components of this model throughout our secondary social studies teacher education program and incorporated a suite of digital tools and resources to facilitate modeling and implementation of PBHI strategies. In an attempt to evaluate the effectiveness of the implementation of our model with pre-service teachers, a scenario-based survey was administered to 120 pre-service social studies teachers to examine their knowledge regarding problem-based historical inquiry (PBHI) teaching strategies. Results of data analysis suggest that pre-service teachers were able to recognize and incorporate core components of the PBHI curricular framework into the scenario-based activity more effectively on the post-survey than on the initial survey. In addition, participants were able to better articulate their reasoning for their instructional choices on the post-survey, and their reasoning tended to align with the core components of PBHI. Implications for the use of scenario-based instruments to measure knowledge of curricular innovations are also discussed.

Review, Reflect, and React: A Culturally Responsive Model for Pre-service Secondary Social Studies Teachers

The purpose of this qualitative study was to design and implement a model of cultural-responsiveness within a social studies teacher education program. Specifically, we sought to understand how pre-service grades 6-12 social studies practitioners construct culturally responsive teaching (CRT) in their lesson planning. In addition, we examined the professional barriers that prevented teacher-candidates from actualizing culturally responsive pedagogy. Incorporating a conceptual model of Review, Reflect, and React, 20 teacher candidates in a social studies methods course engaged CRT theory and practice. Thematic analysis of lesson plans and clinical reflections indicated successful proponents of CRT critically analyzed their curriculum, explored the diverse needs of their students, and engaged learners in culturally appropriate social studies pedagogy. Findings also showed that unsuccessful CRT was characterized by a lack of content knowledge, resistance from the cooperating teacher, and a reliance on the textbook materials.