A Qualitative Study of Social Studies Teachers Educators' Use and Understanding of Civic Competence
Saved in:
| Title: | A Qualitative Study of Social Studies Teachers Educators' Use and Understanding of Civic Competence |
|---|---|
| Language: | English |
| Authors: | Rachel Elizabeth Corrigan |
| Source: | ProQuest LLC. 2023Ph.D. Dissertation, The University of Toledo. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 142 |
| Publication Date: | 2023 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Social Studies, Teacher Education Programs, Teacher Education Curriculum, Teaching Methods, Civics, Competency Based Teacher Education, Teacher Educators, Course Descriptions, Instructional Materials, Methods Teachers, Teacher Attitudes |
| Geographic Terms: | Ohio |
| ISBN: | 979-83-8318-568-1 |
| Abstract: | Social studies education has traditionally aimed to foster productive citizens. However, recent societal polarizations have added complexity to this objective (Levy et al., 2023). Amid these challenges, understanding remains limited regarding how teacher preparation programs are adapting their social studies methods curriculum. Grounded in Thornton's (1991) curricular-instructional gatekeeping and Avery's (2003b) implications for civic education in social studies teacher education, this dissertation addressed three research questions: (1) How do social studies teacher educators understand civic competence?, (2) How do social studies teacher educators' approach and incorporate civic competence in their teacher preparation curriculum?, and (3) How do social studies teacher educators see the future of social studies teacher preparation? This qualitative study explored the choices and perspectives of seven Ohio-based social studies teacher educators. Participants were interviewed about their understanding of civic competence, its inclusion in their methods curriculum, and their vision social studies' future. In addition, relevant course materials and methods course syllabi were shared by the participants. Data, including interview responses and shared materials were analyzed using codebooks based on the NCSS (2018) definition of civic competence and Avery's (2003b) implications. Findings revealed that the teacher educators largely align with the NCSS (2018) civic competence definition, emphasizing political knowledge. When controlling the curricular-instructional gate, these teacher educators incorporated civic competence primarily through instructional modeling and facilitating discussions on civic and controversial issues. Absent, whether intentionally or not, were ideas pertaining to global citizenship, diversity, equity, inclusion, and informed action. When discussing the future of social studies methods, concerns about the lack of inclusion of global civic education and the impact of state legislative decisions were mentioned. Further research should delve into the observation of civic instructional strategies in social studies methods and how teacher educators are incorporating themes of diversity, equity, inclusion, and global citizenship within their methods courses. Consequently, stakeholders in the educational community should advocate for enriched professional development for social studies teacher educators to deepen their understanding of civic principles, but also expand their repertoire of curricular approaches. In turn, this can have a lasting impact on further impacting future generations of teachers and students. [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.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31508055 |
| Accession Number: | ED659157 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: ED659157 AccessLevel: 3 PubType: Dissertation/ Thesis PubTypeId: dissertation PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: A Qualitative Study of Social Studies Teachers Educators' Use and Understanding of Civic Competence – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rachel+Elizabeth+Corrigan%22">Rachel Elizabeth Corrigan</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22ProQuest+LLC%22"><i>ProQuest LLC</i></searchLink>. 2023Ph.D. Dissertation, The University of Toledo. – Name: Avail Label: Availability Group: Avail Data: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 142 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Dissertations/Theses - Doctoral Dissertations – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Social+Studies%22">Social Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Curriculum%22">Teacher Education Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Civics%22">Civics</searchLink><br /><searchLink fieldCode="DE" term="%22Competency+Based+Teacher+Education%22">Competency Based Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Descriptions%22">Course Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Teachers%22">Methods Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Ohio%22">Ohio</searchLink> – Name: ISBN Label: ISBN Group: ISBN Data: 979-83-8318-568-1 – Name: Abstract Label: Abstract Group: Ab Data: Social studies education has traditionally aimed to foster productive citizens. However, recent societal polarizations have added complexity to this objective (Levy et al., 2023). Amid these challenges, understanding remains limited regarding how teacher preparation programs are adapting their social studies methods curriculum. Grounded in Thornton's (1991) curricular-instructional gatekeeping and Avery's (2003b) implications for civic education in social studies teacher education, this dissertation addressed three research questions: (1) How do social studies teacher educators understand civic competence?, (2) How do social studies teacher educators' approach and incorporate civic competence in their teacher preparation curriculum?, and (3) How do social studies teacher educators see the future of social studies teacher preparation? This qualitative study explored the choices and perspectives of seven Ohio-based social studies teacher educators. Participants were interviewed about their understanding of civic competence, its inclusion in their methods curriculum, and their vision social studies' future. In addition, relevant course materials and methods course syllabi were shared by the participants. Data, including interview responses and shared materials were analyzed using codebooks based on the NCSS (2018) definition of civic competence and Avery's (2003b) implications. Findings revealed that the teacher educators largely align with the NCSS (2018) civic competence definition, emphasizing political knowledge. When controlling the curricular-instructional gate, these teacher educators incorporated civic competence primarily through instructional modeling and facilitating discussions on civic and controversial issues. Absent, whether intentionally or not, were ideas pertaining to global citizenship, diversity, equity, inclusion, and informed action. When discussing the future of social studies methods, concerns about the lack of inclusion of global civic education and the impact of state legislative decisions were mentioned. Further research should delve into the observation of civic instructional strategies in social studies methods and how teacher educators are incorporating themes of diversity, equity, inclusion, and global citizenship within their methods courses. Consequently, stakeholders in the educational community should advocate for enriched professional development for social studies teacher educators to deepen their understanding of civic principles, but also expand their repertoire of curricular approaches. In turn, this can have a lasting impact on further impacting future generations of teachers and students. [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.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31508055" linkWindow="_blank">https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31508055</link> – Name: AN Label: Accession Number Group: ID Data: ED659157 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED659157 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 142 Subjects: – SubjectFull: Social Studies Type: general – SubjectFull: Teacher Education Programs Type: general – SubjectFull: Teacher Education Curriculum Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Civics Type: general – SubjectFull: Competency Based Teacher Education Type: general – SubjectFull: Teacher Educators Type: general – SubjectFull: Course Descriptions Type: general – SubjectFull: Instructional Materials Type: general – SubjectFull: Methods Teachers Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Ohio Type: general Titles: – TitleFull: A Qualitative Study of Social Studies Teachers Educators' Use and Understanding of Civic Competence Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rachel Elizabeth Corrigan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Identifiers: – Type: isbn-print Value: 979-83-8318-568-1 Titles: – TitleFull: ProQuest LLC Type: main |
| ResultId | 1 |
