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“What Do We Know about Elementary Social Studies?”: Novice Secondary Teacher Educators on Learning to Teach Elementary Social Studies Methods.

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Title: “What Do We Know about Elementary Social Studies?”: Novice Secondary Teacher Educators on Learning to Teach Elementary Social Studies Methods.
Authors: Logan, Kimberly1 (AUTHOR), Butler, Brandon M.2 (AUTHOR) bmbutler@odu.edu
Source: Studying Teacher Education: Journal of Self-Study of Teacher Education Practices. Nov2013, Vol. 9 Issue 3, p267-283. 17p.
Subject Terms: *Doctoral students, *Friendship, *Teacher education, *Elementary education, *Educational cooperation, *Curriculum planning, *Classroom management, Social support
Abstract: This collaborative self-study examines the critical friendship of two doctoral students charged with teaching a methods course in elementary social studies. The authors formed a critical friendship in Fall 2010, initiated by participation in a teacher educator community of practice that encouraged collaboration. With limited experience in elementary education, the authors created a space to investigate the limitations and opportunities in teaching a course outside their educational expertise. The result was a space of support in three forms: pedagogical, affective, and intellectual. Pedagogical support was provided through the process of curriculum development and the sharing of classroom strategies, affective support resulted from the validation of feelings related to status and time, and intellectual support allowed the authors to uncover personal philosophies for teaching elementary social studies and to analyze how program structures influenced their instruction. Findings suggest that novice teacher educators could benefit greatly from critical friendships that may help them become more reflective and better navigate the process of learning to teach teachers. In addition, the authors found that critical friendships can minimize the feelings of being an outsider and allow for collaborative insights into the inner workings of teacher education. [ABSTRACT FROM AUTHOR]
Copyright of Studying Teacher Education: Journal of Self-Study of Teacher Education Practices is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: “What Do We Know about Elementary Social Studies?”: Novice Secondary Teacher Educators on Learning to Teach Elementary Social Studies Methods.
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  Data: This collaborative self-study examines the critical friendship of two doctoral students charged with teaching a methods course in elementary social studies. The authors formed a critical friendship in Fall 2010, initiated by participation in a teacher educator community of practice that encouraged collaboration. With limited experience in elementary education, the authors created a space to investigate the limitations and opportunities in teaching a course outside their educational expertise. The result was a space of support in three forms: pedagogical, affective, and intellectual. Pedagogical support was provided through the process of curriculum development and the sharing of classroom strategies, affective support resulted from the validation of feelings related to status and time, and intellectual support allowed the authors to uncover personal philosophies for teaching elementary social studies and to analyze how program structures influenced their instruction. Findings suggest that novice teacher educators could benefit greatly from critical friendships that may help them become more reflective and better navigate the process of learning to teach teachers. In addition, the authors found that critical friendships can minimize the feelings of being an outsider and allow for collaborative insights into the inner workings of teacher education. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Studying Teacher Education: Journal of Self-Study of Teacher Education Practices is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/17425964.2013.835258
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      – Code: eng
        Text: English
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        PageCount: 17
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      – SubjectFull: Doctoral students
        Type: general
      – SubjectFull: Friendship
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Elementary education
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      – SubjectFull: Educational cooperation
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      – SubjectFull: Curriculum planning
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      – SubjectFull: Classroom management
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      – SubjectFull: Social support
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      – TitleFull: “What Do We Know about Elementary Social Studies?”: Novice Secondary Teacher Educators on Learning to Teach Elementary Social Studies Methods.
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          Name:
            NameFull: Logan, Kimberly
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          Name:
            NameFull: Butler, Brandon M.
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            – D: 01
              M: 11
              Text: Nov2013
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              Y: 2013
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            – TitleFull: Studying Teacher Education: Journal of Self-Study of Teacher Education Practices
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