Preparing Preservice Teachers to Implement Holocaust Curriculum in Elementary Grades: A Study That Shows the Effects on Undergraduate Students' Cognitive, Reflective, Affective, and Active Domains

Autor/inn/en	Allgood, Ilene; Shah, Rachayita
Titel	Preparing Preservice Teachers to Implement Holocaust Curriculum in Elementary Grades: A Study That Shows the Effects on Undergraduate Students' Cognitive, Reflective, Affective, and Active Domains
Quelle	In: Critical Questions in Education, 12 (2021) 1, S.20-39 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-3607
Schlagwörter	Teaching Methods; Preservice Teacher Education; Death; Jews; European History; History Instruction; Units of Study; Elementary School Teachers; Knowledge Base for Teaching; Pedagogical Content Knowledge; Course Content; Self Efficacy; Undergraduate Students; Multicultural Education; Surveys; Student Attitudes; Civil Rights; Essays; Propaganda; Foreign Policy; Racial Bias; Controversial Issues (Course Content) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Sterbefall; Tod; Todesfall; Jew; Jude; Jüdin; Juden; History lessons; Geschichtsunterricht; Lerneinheit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Kursprogramm; Self-efficacy; Selbstwirksamkeit; Multikulturelle Erziehung; Survey; Umfrage; Befragung; Schülerverhalten; Bürgerrechte; Grundrechte; Zivilrecht; Essay; Aufsatzunterricht; Außenpolitik; Racial discrimination; Rassismus; Controversial issues; Kontroverse
Abstract	Recognizing the need to prepare elementary education teacher-candidates to implement state-mandated curriculum, a Genocide Studies Unit was developed. This study evaluated the effectiveness of the Unit in building preservice teachers' knowledge-base and efficacy levels with a mind toward preparing teachers to implement difficult content more effectively. Participants reported increased content knowledge about genocide studies, and expressed confidence in teaching sensitive and challenging topics in their classrooms. (As Provided).
Anmerkungen	Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01