What Preservice Social Studies Teachers (Don't) Know about Politics and Current Events--And Why It Matters

Autor/in	Journell, Wayne
Titel	What Preservice Social Studies Teachers (Don't) Know about Politics and Current Events--And Why It Matters
Quelle	In: Theory and Research in Social Education, 41 (2013) 3, S.316-351 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2013.812050
Schlagwörter	Preservice Teachers; Social Studies; Current Events; Politics; Middle School Teachers; Secondary School Teachers; Pedagogical Content Knowledge; Interviews; Knowledge Base for Teaching; Discussion (Teaching Technique); Teacher Competencies; Surveys; Longitudinal Studies; Government (Administrative Body); Information Sources + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Aktualität; Politik; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Interviewing; Interviewtechnik; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrkunst; Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Government; Regierung; Information source; Informationsquelle
Abstract	This article reports findings from a 3-year study on preservice middle and secondary social studies teachers' common content knowledge of politics and current events. Surveys showed that both groups were generally uninformed about these issues, and on almost all measures, the middle-grades preservice teachers performed worse than those in the secondary program. Interviews were conducted with preservice teachers in both groups, and although they articulated a vision of teaching social studies that included relating content to politics and current events, most of the preservice teachers admitted that their habits related to acquiring this type of content knowledge were not sufficient to enact that vision in their classrooms. The author argues that these preservice teachers' lack of political and social awareness is a product of their intellectual dispositions as opposed to a deficiency in their content preparation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10