Geography Smugglers: Social Science Teacher Educators' Critical Perspectives of Geography Education

Autor/in	Penir, Ashley Marie
Titel	Geography Smugglers: Social Science Teacher Educators' Critical Perspectives of Geography Education
Quelle	(2023), (201 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Fresno
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-5666-2
Schlagwörter	Hochschulschrift; Dissertation; Geography Instruction; Social Sciences; Teacher Educators; Teacher Attitudes; Teacher Education Programs; Preservice Teacher Education; Methods Courses; Secondary School Teachers; Pedagogical Content Knowledge; Teaching Methods; Teacher Student Relationship; National Competency Tests; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Geography education; Geography lessons; Geografieunterricht; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Lehramtsstudiengang; Methodisch-didaktische Anleitung; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Geography education research has identified several concerns in geography education and recognizes several systemic and cyclical issues which serve to impede effective implementation of geography education. A pattern to be recognized in the review of literature is the consistent communicated concerns of ill-prepared geography teachers. Unsurprisingly, the results of struggling teachers are struggling students. The National Assessment of Educational Progress (NAEP) provided by the National Center for Education Statistics (2014) reported less than 30% of United States students as being proficient in geography, while the vast majority were not performing at grade level (National Center for Education Statistics, 2014). In secondary education (specifically 12th grade) more than 70% of students are "below basic" and are deemed "so far behind that it is unlikely they will ever reach proficiency" (S. Bednarz et al., 2013, p.16). However, the inquiry as to why pre-service education may struggle in the United States is not sufficiently covered by the literature, and certainly does not include the experience or perspective of the instructors of pre-service social science methods courses. The purpose of this qualitative, multi-case study was to address this gap in the literature through analysis of documents and semi-structured interviews with methods course instructors so as to better understand pre-service education programs in preparing secondary geography teachers. Through the lens of pragmatism and the intention of implementing usable knowledge afforded by pre-service methods instructors, the study provides insights and acknowledges the success and needs of pre-service geography education. The literature and findings of this study suggest it is relevant to consider methods instructor perceptions and experiences in geography and geography education as an influence on geography's place in the social sciences and therefore pre-service. Recommendations include reconsidering the teacher onboarding process, providing a professor in residence for instructor support, and an examination of credential program entry requirements concerning student candidate content background. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01