Six Credit Hours for Arizona, the United states, and the World: A Case Study of Teacher Content-Knowledge Preparation and the Creation of Social Studies Courses

Laura B. Turchi, Elizabeth R. Hinde, Ronald Dorn, Gale Olp Ekiss

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

Abstract

The Teaching Foundations Project, part of a collaborative federally funded initiative, addressed the social studies content-area knowledge of future elementary teachers through the combined efforts of university faculty in teacher education and liberal arts and sciences, along with faculty from community colleges in Arizona. The project developed two courses combining history, political science, geography, and economics. The chapter describes the development, evaluation, piloting, and institutionalization of the courses, highlighting three themes: the opportunities and challenges in aligning different institutions in shared commitments to teacher preparation; resources as a lever for change brings tensions of compliance and cooperation across institutions; and the identification and operationalization of theories about what content and pedagogy future elementary teachers need, particularly when faculty from university in teacher education and liberal arts and sciences, as well as community colleges in Arizona, are all working together.

Original languageEnglish (US)
Title of host publicationRethinking Social Studies Teacher Education in the Twenty-First Century
PublisherSpringer International Publishing
Pages143-166
Number of pages24
ISBN (Print)9783319229393, 9783319229386
DOIs
StatePublished - Jan 1 2015

Keywords

  • Content knowledge
  • Federal investments
  • Teacher education reforms
  • Twenty-first century learning

ASJC Scopus subject areas

  • Social Sciences(all)

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