Karen Burgard, Texas A&M University - San Antonio
Can Preservice Social Studies Teachers Create a Student-Centered Classroom?
The purpose of this study was to explore what students' perceptions were of their classroom experience with their social studies preservice teacher. Through descriptive statistical analysis, this study found that secondary social studies students experienced a student-centered classroom the most, while they experienced cultivation of a classroom community the least.
Sarah Kaka, Ohio Wesleyan University
Preparing Prospective Teachers across the History Department and the School of Education: Intersecting the Worlds of History and Education
Although prospective teachers take both history and education courses, researchers have rarely studied these in conjunction as places of professional preparation. Through following prospective teachers in both history and education classes, this study investigates the dual role historians and teacher educators play in helping prospective teachers learn both disciplinary content and concepts and pedagogical practices.
Jared McBrady, University of Saint Francis
Breaking out of academic silos to prepare teacher candidates to teach at the intersections of social studies standards, UDL,CRT, and civic engagement for social justice.
We examine the effect of a transdisciplinary, collaborative faculty approach to teaching social studies methods, constructing and supporting teacher candidates' capacities to practice effective teaching at the intersections of Culturally Responsive Teaching, Universal Design for Learning, state social studies curricula, social studies teaching strategies, and civic engagement for social justice.
Anneliese Worster, Salem State University School of Education; Leigh Rohde, Salem State University School of Education