Journal articles on the topic 'Social sciences and history Education Social science teachers History teachers'

This article summarizes how teachers may implement the Massachusetts History and Social Science Curriculum Framework as they design and teach courses in Western civilization and world history. It discusses the integration of history, geography, and the social sciences, together with suggested approaches to common problems such as the balance between Western and world studies, selection of main topics and questions, professional development, student assessment, and challenges teachers may confront.

The need for quality education in South Africa and beyond encourages research that interrogates the preparation of pre-service teachers and their ability to teach in the classroom after graduation. This qualitative paper focuses on the reflections of final year pre-service Social Sciences teachers in a South African public university. Gibbs’ reflective cycle is used as a lens. We used open-ended questions to gather data from 19 pre service Social Sciences teachers to explore their preparedness and readiness to teach in future. The research process constituted two phases. Phase one was implemented from 10 February 2020 to 9 March 2020 and phase two occurred in July 2020. Phase two was necessitated by the negative educational implications of COVID-19. Findings indicated that the participants faced challenges pertaining to content knowledge, which was aggravated by the introduction of online learning due to COVID-19. Despite these challenges, participants remained resilient and optimistic toward the teaching profession. Deducing from their voices, we recommend clarification of content in Social Sciences core subjects of History and Geography. Balanced tuition for content knowledge and pedagogy is recommended. Ongoing professional development is needed for academic advisors concerning subject specifications and for lecturers to empower them about remote teaching, communication, and technological skills to improve teaching and learning. Regular monitoring by the teaching and learning unit in the faculty is required to identify challenges and to intervene where necessary. The varied challenges of online learning also warrant the equipping of students with the necessary resources to facilitate learning.

<p style="text-align: justify;">This study investigated the influences of social constructivist approaches on history teachers' opinions of social science education. The purpose of the study was to examine the effectiveness of social constructivist approaches and explore the views and practices of teachers in their current use of teaching approaches in social science education. For this study, a qualitative study approach was employed. The study was conducted at intermediate secondary schools in the city of Erbil. For open semi-structured interviews, eight teachers of social science education were purposely selected from eight intermediate secondary schools of grade ninth, and eight social science classes were observed. The results revealed that despite significant changes of the system of education, many challenges were identified in implementing social constructivist approaches in social science education such as the environment of fear, the shortage of proper public infrastructure, lack of care, and resources. Also, the study revealed several barriers like absence of sufficient well-designed teaching guidelines, lack of adequate clear instructions, inadequacy classroom teachers' autonomy, and no freedom. Lastly, the study ends up by specifying several conclusions.</p>

In this study we examine early career social studies teachers’ use and understanding of critical simulations. We began work with participants as teacher candidates in their pre-service programs and formally studied them as they began their in-service teaching. We were particularly interested in teacher efforts to use simulation to facilitate a more critical disciplinary consciousness. Data indicate that participant teachers utilized simulations to: enhance students’ ability to critically engage with social studies content, facilitate more democratic dialogue, and critique normalized systems of power. We do not suggest that simulations in and of themselves are “critical,” rather, we argue they can be an effective means of providing a safe environment for considering the complexities of certain issues in social studies. Furthermore, we argue critical social studies teachers and teacher educators can be purposeful in their use of simulation to avoid enshrining the status quo. Finally simulations can help critical teachers illuminate oppression and facilitate a more humanizing vision within the social studies if they possess critical consciousness, strong pedagogical content knowledge and a command of the method.

The commitment of Massachusetts to strive for the highest standards in history education is now inextricably linked to the implementation of the History and Social Science Curriculum Framework completed in 1997. The author writes that teachers and other educators, parents and students, should consider carefully the concepts and principles contained in the Framework and, particularly in American history, try to understand how the Massachusetts Framework differs in substance and approach from the controversial national history standards first proposed in 1994.

The purpose of the article was to formulate a general problem and clarify the hypothesis of research on the design of a humanitarian quantorium as a technological digital environment for the formation of teacher competencies in the subject areas “History” and “Social Sciences”, to determine the set and content of teacher competencies in the field of applying humanitarian education technologies. The leading research methods described in this article were the method of foresight design, the method of expert panels and methods for the diagnostic study of occupational deficiencies. The materials presented in the article contain a description of the results of a pilot study on identifying professional deficiencies of a history and social science teacher, a generalized, refined set and content of the future teacher’s competencies in the field of applying humanitarian education technologies in a digital environment, a conceptual rationale for equipping a humanitarian quantorium as a technological environment for the formation of teacher competencies. In the substantiation, an integrated approach was applied, which allows to combine the content of humanitarian education, teaching technologies and digital means into a single innovative didactic space. The conclusions are drawn to the peculiarities of the application of the humanitarian quantorium model in the wide practice of professional training of history and social studies teachers for the implementation of the developmental capabilities of the subjects of the humanitarian cycle and improving the quality of humanitarian education.

Abstract Studies suggest that both parental involvement and support from teachers matter for students’ academic success. Although cross-national research has revealed numerous ways in which parents shape the schooling process, less clear is whether parental involvement at school can influence teachers’ daily behavior toward students in class. In this study, I draw on data from the China Education Panel Survey (CEPS)—a nationally representative survey of Chinese middle-school students with unusually detailed information on parental involvement and teachers’ daily behaviors—to test a conceptual model that proposes a link between parent-teacher contact in China and attention students receive from teachers during daily lessons. In support of the conceptual model, I find that students whose parents cultivate relationships with teachers through frequent contact are more likely to be cold-called on and praised by teachers in class, even after controlling for family background, student academic performance, and student behavior. Moreover, I observe social class differences in parent-teacher contact, as well as some evidence that parent-teacher contact is linked to improved student performance through its impact on teachers’ attention. Overall, the findings point to a potential new pathway through which social class influences schooling by way of school-based parental involvement and in a broader set of contexts than previously imagined. I conclude with a discussion of implications for social reproduction theory, as well as challenges this situation presents for combatting educational inequality.

Massachusetts' History and Social Science Curriculum Framework emphatically describes history and social science as a core academic subject at the elementary school level, devoting a separate section to its study in primary grades. It carries out a provision of the 1993 Massachusetts Education Reform Act for standards-based improvement, calling for more substantive study in elementary schools. The Framework's appearance should result in serious new attention being given an area of school study that, as social studies, has had little or no demonstrable academic effect and has left students largely indifferent. But teachers and schools charged with bringing existing elementary curricula into alignment with the Framework's Core Knowledge requirements in history and social science may face both a departure from what is currently done and an encounter with unfamiliar subject matter and resources. “What's a teacher to do?” The author addresses curriculum and course design by organizing some chief considerations of elementary history and social science study into a three-step plan for implementation that discusses the selection and organization of topics for elementary study, their classroom presentation, and the resources available to support the alignment effort.

RESUMENEste artículo aborda el rol de la Didáctica de la Historia y las Ciencias Sociales en laformación de profesores del área. Partiendo desde la evidencia disponible al respecto,generada por la tradición investigativa hispana y por la anglosajona, se afronta el análisisdel impacto en la formación docente de las demandas sociales hacia el estudio escolar dela historia, así como también de las demandas provenientes desde la epistemología de lasdisciplinas sociales. Asimismo, se releva el problema de la tensión entre teoría y práctica enla formación de docentes y se expone una propuesta de trabajo para su superación.Palabras clave: formación docente, enseñanza de la historia, conocimiento pedagógicodel contenido. The early training of teachers of historyand social science from the perspective ofmethodology: fundamentals, challengesand projections ABSTRACTThis article describes the role of History Didactics and Social Sciences in teacher education.The analysis of the impact in teacher education of the social requirements toward the schoolstudy of history is confronted, as well as the originating demands since the epistemologiesof social disciplines from both the Hispanic and the Anglo-Saxon investigative traditions.Likewise, the problem of the tension between theory and practice in the teacher educationis examined and finally, a proposal to approach this tension is exposed.Keywords: teacher education, teaching history, pedagogical content knowledge

Social studies is a class students encounter in the fourth and fifth grades of primary school in Slovenia. It includes goals from the fields of geography, sociology, history, ethnology, psychology, economy, politics, ethics, aesthetics, and ecology. Among other didactic recommendations in the national curriculum for teaching, social studies include experiential learning with games. Game-based learning enables an optimal learning environment for students. The purpose of this article is to examine representation of games in social studies in primary school. The research sample consisted of 290 students of the fourth and fifth grade, 177 teachers teaching fourth and fifth grade, and 56 observed social studies lessons. Results showed that teachers rarely use didactic games in social studies. Results show that teachers rarely use game-based learning in teaching social science. Depending on the type of a game, the most commonly used one is a role-playing game. Most respondents' students like game-based learning in social studies and also estimate games are not played often enough in social studies.

The carried out research aims to identify and understand the main advantages and challenges for history and social sciences teaching in the context of the COVID-19 pandemic. Furthermore, this study recognizes the work spaces that allow teachers to develop historical empathy and the teaching of participatory citizenship through this new school context. This is done through a case study of a group of teachers who belong to an educational centre in the Metropolitan Region of Chile; we have been able to collect the perceptions, emotions, feelings and views of history and social sciences teachers on how they develop their educational practice in a setting of pandemic. The methodology followed is of qualitative nature under a case study design. The results stand out concerning the interrelation that is generated. On the one hand, it interrelates in the complexity that teaching during the pandemic implies with the context of inequalities that the school faces highlighting the efforts of educational innovation to generate significant learning for and the students. Amongst the main conclusions there are the efforts made by teachers to generate educational innovation in the complex context of the pandemic, where the school and all the social problems that arise are inserted. Teachers have found the spaces and raised new perspectives of teaching that promote historical empathy and education for citizenship in students.

This study aims to establish a first reference didactic and methodological framework for the operational and effective integration of Quick Response (QR) codes in the training of Social Sciences teachers in Primary Education, paying special attention to the integrated acquisition of social, civic, and digital competences in the framework TPACK (Technological Pedagogical Content Knowledge). With this purpose, it specifies the didactic potential of these new technological resources in the teaching-learning of the Social Sciences, its eventual integration in the design and implementation of teaching innovation projects for this educational stage, and its capacity for the acquisition of competence digital teaching in Primary Education teachers in initial training. In this sense, the work explores a selection of classroom experiences and research and innovation proposals, pioneers in the field of Social Sciences Didactics in Spain, with the aim of offering an approximation and status of the didactic treatment of History and, particularly, the historical-cultural heritage in the formation of Primary Education teachers.

Social historians have demonstrated that although men comprised the majority of teachers in North Carolina schools and academies during the early national period, women predominated by the end of the nineteenth century. This study concludes that among the music teachers who taught in academies and venture schools, women gained a majority decades earlier. In an effort to understand some of the underlying social processes that contributed to this shift, the following discussion analyzes the changing proportion of men and women in a sample of 65 music teachers, tracks the tuition they charged in a free market, and compares this to the tuition charged by teachers of Latin and Greek. The shift to women among music teachers in North Carolina presents an intriguing case, because it does not fit well with some earlier theoretical models of feminization among nineteenth-century teachers. The data suggest that women came to predominate among music teachers because a changing market for music instruction in venture schools and academies triggered a process of occupational abandonment and succession.

Research has consistently shown that teachers’ epistemological beliefs have a significant impact on their teaching and teacher effectiveness in the teaching- learning process. This study investigated epistemological beliefs (EBs) of teacher educators in higher education institutions and teacher education institutes in Khyber Pakhtunkhwa (KP). The study aimed at identifying teacher-centered and learners’ centered EBs, examine the relationship of EBs and gender, find out the relationship of teachers’ qualification with the EBs of teacher education, and explore differences between the EBs of teacher educators of public universities and RITEs. Of the 212 teacher educators of the study population, the data were collected through stratified random sampling from 145 respondents. Epistemological beliefs questionnaire (EBQ) and a scale for demographics were used for gathering data from the research participants. Percentages, Mean, One way ANOVA and Pearson r was used for data analysis. Findings of the study show that a majority of the teacher educators believed that the structure of knowledge is simple, half of the teacher educators believed that knowledge is certain. Similarly, a majority of the teachers did not believe in authority as a source of knowledge and considered that the ability to learn is not innate. A majority of the respondents did not agree that learning is a quick process. There was no significant difference in the EBs of male and female teacher educators; there was no significant difference in the EBs of teachers from universities and RITES, except in the dimension of the stability of knowledge, wherein educators from RITEs have unsophisticated beliefs and there is no significant effect of experience on the epistemological beliefs of teacher educators.

This article focuses on critical reflections on my teaching identity when I engaged as a co-teacher with three science teachers and their students from different social and cultural backgrounds. I am a university based chemistry teacher educator from Indonesia who worked in a 3-year longitudinal co-teaching project in lower secondary schools in Western Australia. As the research involved critical reflection on my own professional praxis, I adopted a multi-paradigmatic research approach with critical auto/ethnography as the research methodology. Over time, critical reflection enabled me to develop difference awareness, empathy and rapport, sharing of control and power, mutual understanding and negotiation. However, I found myself struggling to engage deeply with the science teachers and their students, due in part to socio-cultural factors. In this article, I investigate my autobiographical self as a science teacher educator facing the dilemma of aspiring to become increasingly empowered whilst simultaneously being controlled by external socio-cultural forces. As I worked with the 3 science teachers I found within their characters a mirror of my own history as a science teacher. I came to realise the power of meaning making for students’ learning and also that in my own teaching history I had ignored it when the power of the technical interest strongly controlled the science classroom. The journey of working closely with the three science teachers invoked in me continuous reflection on my own evolving teaching identity as a science educator who is committed to transformative learning theory, who has faith in constructivism as a pedagogical referent, who envisions better teacher-student relationships, and who is trying to establish the wisdom of dialectical thinking; a set of beliefs that I hope will help me to stay on the pathway of increasing empowerment for better education. Key Words: Co-teaching, teaching identity, auto/ethnography, transformative learning

Research on heritage education has progressed remarkably and a large number of studies point to a greater presence of active methodologies and the use of resources and primary sources in the classroom. At this point it seems important to investigate the perceptions and experiences of future history and social science teachers. Thus, this paper studies the value that 506 Spanish and English teachers in initial training place on heritage and its presence in the teaching-learning process of history, as well as their views on the existing connections between methodological perceptions and the use of cultural heritage in the classroom. It is a non-experimental descriptive and quantitative study with data collected through questionnaire. This questionnaire was built ad hoc to analyze the opinions and perceptions of teachers in initial training about history education in Secondary Education. The results show that teachers in initial training value highly or very highly the use of cultural heritage in Secondary Education to promote active methodologies, the critical teaching of history, and the development of historical skills. Teachers in training in Spain value more highly the use of heritage than English teachers. While English teachers in training value more highly the resolution of problems through historical documentary sources, Spanish teachers rate the emotional and motivational aspects higher.

In this article, Timothy and Cynthia Shanahan argue that "disciplinary literacy" — advanced literacy instruction embedded within content-area classes such as math, science, and social studies — should be a focus of middle and secondary school settings. Moving beyond the oft-cited "every teacher a teacher of reading" philosophy that has historically frustrated secondary content-area teachers, the Shanahans present data collected during the first two years of a study on disciplinary literacy that reveal how content experts and secondary content teachers read disciplinary texts, make use of comprehension strategies, and subsequently teach those strategies to adolescent readers. Preliminary findings suggest that experts from math, chemistry, and history read their respective texts quite differently; consequently, both the content-area experts and secondary teachers in this study recommend different comprehension strategies for work with adolescents. This study not only has implications for which comprehension strategies might best fit particular disciplinary reading tasks, but also suggests how students may be best prepared for the reading, writing, and thinking required by advanced disciplinary coursework.

The purpose of this article is to review how the myriad of tools catalogued under the rubric of technology is being used by history teachers. The research reviews the promises made by technology to educators, current practice regarding the use of technology in the classroom, and the possibilities in store for creative and innovative teachers. The article emphasizes the use of interaction technologies and emphasizes the globalization of education. The research recognizes the need for “just in time learning models” and the development of “worldwide learning environments.” These new environments for social sciences must move toward an educational process that can transmit through time, space, culture, age, and diverse value systems.

The study aims to determine the self-efficacy perceptions of social studies teachers about measurement and evaluation in education. In the research using quantitative research models, descriptive survey model was used. Study group of the research is composed of 122 social studies teachers in Kucukcekmece district of Istanbul province in 2018-2019 academic years. Data collection tool of this study is “The Self-efficacy Perception Scale of the Teacher Candidates based on Measurement and Evaluation in Education” developed by Kılınç (2011). The difference between the self-efficacy levels of the participants about measurement and evaluation and the gender variable was examined. The findings revealed that self-efficacy perceptions of the male participants about measurement and evaluation were higher than those of the female participants. In addition to this, the difference between the self-efficacy levels of the participants about measurement and evaluation and their educational background was also examined. The research findings demonstrated that there is not any significant difference between the self-efficacy levels of the participants about measurement and evaluation and their educational background. Another finding obtained as a result of the study revealed that self-efficacy perceptions of the History and Geography graduates of the universities’ Faculty of Arts and Sciences about measurement and evaluation in education are at a lower level than the Faculty of Education Social studies teaching graduates. Finally, the finding that self-efficacy levels of the participants about measurement and evaluation showed a significant difference according to their professional seniority is obtained.

Socio-political, economic and cultural changes in recent decades, multiplied by the deep social crisis that has engulfed the modern world, have affected not only production and political processes but also education. These new external and internal factors cause the need to adjust the existing conceptual foundations of training teachers to work in the New Ukrainian school, which determines the topicality of our study. The article analyzes the theoretical and methodological aspects of the professional development of a history teacher and their reflection in the semantic, operational and contextual components of the qualification component of the pedagogical skills of the New Ukrainian School teacher. The concept of “New Ukrainian School” is described as a key reform of the Ministry of Education and Science of Ukraine and the state educational policy of Ukraine on quality assurance of education is analyzed. It was found that according to the State Standard basic platform for the formation of the integral image of the pedagogical skills NUS teacher is formed by fourteen core competence. It creates a perfect image of the teacher. It is established that in the theory the teacher professionalism is defined as a specific psychological and personal production, characterized by professional competence and the ability to perform creatively professional tasks. The specification of cognitive-technological qualities are necessary for mastering the historical sciences is given, which in its content and form is based on the dual mechanism of mastering historical material in the direction from the knowledge of the historical fact to awareness of it as a part of one's own life. It is substantiated that the leading role in the teacher’s professional development is in his ability to innovate, components of which are a clear motivation and meaningful innovative position, the ability not only to join innovation processes but also to be the initiator. According to the results of the study, the updated functional component of the professional activity of the New Ukrainian School teacher directs his professional evolution towards the modernization of the established general education model and causes reinterpretation of its place and role in the native education environment.

The purpose of this study is to develop a scale to determine prospective attitudes towards oral history. The scale consisting of 26 items was applied to 123 prospective teachers from Department of Social Sciences Teaching and 118 prospective teachers from Department of History Teaching in Gazi University, Gazi Faculty of Education. Experts' views were given importance to ensure the content validity of the scale. Explanatory factor analysis and item discrimination powers were calculated to determine the validity of the scale. After the analysis done, it is seen that the scale has a two-factor structure. Internal consistency level was calculated to detect the reliability of the scale. Results indicated that this scale can easily be used as a valid and reliable tool to determine the attitudes towards oral history studies.

<p>The main objective of the present work is the selection and integration of objectives and methods of education for gender equity within the Life and Earth Sciences’ learning environments in the current portuguese frameworks of middle and high school. My proposal combines inquiry learning-teaching methods with the aim of promoting gender equity, mainly focusing in relevant 20th century women-scientists with a huge contribute to the History of Science.</p><p>The hands-on and minds-on activities proposed for high scholl students of Life and Earth Sciences onstitute a learnig environment enriched in features of science by focusing on the work of two scientists: Lynn Margulis (1938-2011) and her endosymbiosis theory of the origin of life on Earth and Inge Leehman (1888-1993) responsible for a breakthrough regarding the internal structure of Earth, by caracterizing a discontinuity within the nucleus, contributing to the current geophysical model. For middle scholl students the learning environment includes Inge Leehman and Mary Tharp (1920-2006) and her first world map of the ocean floor. My strategy includes features of science, such as: theory-laden nature of scientific knowledge, models, values and socio-scientific issues, technology contributes to science and feminism. </p><p>In conclusion, I consider that this study may constitute an example to facilitate the implementation, by other teachers, of active inquiry strategies focused on features of science within a framework of social responsibility of science, as well as the basis for future research. </p>

AbstractThis article addresses the colonial project of “civilizing” and educating indigenous people in the farthest corners of the Dutch empire – South Dutch New Guinea (1902–1942), exploring the entanglement between colonial education practice and the civilizing mission, unravelling the variety of actors in colonial education in South Dutch New Guinea. Focusing on practice, I highlight that colonial education invested heavily in disciplining the bodies, minds, and beliefs of indigenous peoples to align them with Western Catholic standards. This observation links projects to educating and disciplining indigenous youth to the consolidation of colonial power. Central to these intense colonial interventions in the lives of Papuans were institutions of colonial education, managed by the Catholic mission but run by non-European teachers recruited from elsewhere in the Dutch colony. Their importance as proponents of the “civilizing mission” is largely unappreciated in the historiography of missionary work on Papua.

The paper is dedicated to the 110th anniversary of the teacher Dora Naumovna Keyser (07 March 1909-14 May 1972) who worked for General History Department at Kuibyshev State Pedagogical Institute. The author of this paper for the first time considers the biography of D.N. Keyser on the basis of materials from the archive of Samara State University of Social Sciences and Education, the Central State Archive of the Samara Region and the Samara Regional State Archive of Socio-Political History. D.N. Keysers scientific activity was examined using bibliographic sources stored in the library of Samara State University of Social Sciences and Education, Samara Regional Universal Scientific Library and the Russian State Library. The author also studies the circumstances and consequences of the defense of the first PhD by D.N. Keyser, which made it possible to supplement the idea of the content of political and ideological campaigns of the second half of the 1940s - early 1950s at pedagogical universities. It was possible to find new documents about one of the opponents of her dissertation - Professor of Syzran State Teachers Institute Vladimir Evgenievich Favorsky. In general, the analysis of documents proved the prospect of further archival research aimed at expanding the research field of studying the history of higher historical education in the province and the fate of historians in the post-revolutionary period.

The principal objective of the present study is to analyze the representations of Primary Education trainee teachers (n = 232) involving the end-purposes of teaching History and, in particular, their views on the didactic treatment and curricular inclusion of social problems at this educational stage. A mixed investigation method is applied, which combines both qualitative and quantitative approaches. The results pointed to a predictive influence of the degree of importance attached to the didactic treatment of social problems and the frequency with which they were covered on the Degree Course, for the assessment of their explicit inclusion in the Social Sciences curriculum. Likewise, the educational potential of the social problems appeared to be unconnected to the most highly assessed end-purposes, which are related to the development of social, critical, and creative thought for participation and social intervention.

Purpose – The purpose of this paper is to consider why Richard Dawes (1793-1867) academic, college business manager and Church of England priest developed a curriculum in a nineteenth century English village school with which he sought to modify differences in social class and achieved outstanding results in student engagement and educational attainment. Design/methodology/approach – The approach is documentary. It uses books and internet scans of original documents. It locates Dawes's work in the social movements of early nineteenth century Britain and associates Dawes's activities with those of Kay-Shuttleworth who was administrator of the British government's first move to provide education for poor children. Findings – Dawes emphasised tolerance and secular teaching within a school system devoted to instilling Church of England doctrine. He based classroom teaching on things familiar to children and integrated subject content. He used science to encourage parents of “that class immediately above that of labourers” to send their children to his school to overcome class differences. For his system to be widely adopted he needed science teachers trained in his practical teaching methods. Initial government support for science in elementary schools was eroded by Church of England opposition to state intervention in education. Originality/value – Dawes's pedagogic achievements are well known in the history of science education; his secular teaching in a church school and his valiant attempt to use science as an instrument of social change, perhaps less so.

In the 21st century, dizzying rapid changes and innovations in science, technology, social life, learning and teaching approaches have redefined the characteristics of the type of human targeted to rise. The duty of training individuals with these qualifications falls to the teachers after the family. The training of teachers, who are the vital point of the education system, plays a key role in educating individuals with targeted qualifications. When considering history of training of teachers in Turkey, the existence of deep-rooted history is clear. As teacher training institutions change over time, it is seen that teacher training programs are renewed or updated parallel to the change. As a final, arrangements are made in 25 of teachers training undergraduate program to be applied in 2018-2019 academic year. One of these programs is the Turkish Teaching Undergraduate Program. The aim of this study is to examine the restructured Turkish Teaching Undergraduate Program in comparison with the previous Turkish Teaching Undergraduate Program in various aspects. The study is a descriptive study in screening model. The study group of the research consists of the 2006-2007 Turkish Teaching Undergraduate Program and the Turkish Teaching Undergraduate Program implemented in the 2018-2019 academic year. The data of the study was collected by qualitative research techniques through document analysis. The descriptive analysis technique was used in the analysis of the study data and the data collected about the problem of the research were tabularized and interpreted. As a result of the research, according to Turkish Teaching Undergraduate Program that was put into practice in 2018-2019 academic year, it was detected that there is important changes in issues such as courses, course hours, course contents, course credits.

People with Special Educational Needs and Disabilities (SEND) are confronted with diverse challenges as COVID-19 caused tremendous disruption in face-to-face educational settings. Apart from this situation, teachers are also facing difficulties in making their lessons adaptive and responsive to the educational learning needs of people with SEND. This article explores the challenges, strategies, and prospects of teachers for inclusive education during the pandemic. Using a qualitative approach, the researcher gathered data through Messenger chatbot and emails with five special education teachers in the Philippines. Findings revealed that the teachers’ experience educational apprehensions, intermittent virtual socialization, and psychological crisis. However, the teachers assisted the parents in supervising their children with disabilities' through online communication, homeschooling, parental engagement, psychological safety, and empathetic language strategies. The special education teachers also look forward to inclusivity in school policies and government-driven emergency interventions for people with developmental disabilities.

These days condition of history education may not be able to assist students to figure out the correlation of those points with present and future life. From elementary to high school, history education tends to make use of historical facts as the main material. To anticipate further problem, teachers should keep on arrange and set various approaches. One of them is make a match method.This method starts by asking students to match cards consisting of questions or answers before certain amount of time, and those who can find the matches will earn points. This research draws on Mixed Method Designs, or a combination of quantitative and qualitative methods. This decision is based on the expectation to deliver sufficient results for detailed description and more comprehensive understanding. Based on the result of data processing and analysis, it can be concluded that: Firstly, every teacher must have at least four competencies to perform as an educator; professional competence, pedagogic competence, personal competence and social competence. Secondly, from the study on grade XI of social science, it can be concluded that teaching and learning process with ‘make a match’ method does not give sufficient contribution on students’ performance. Nonetheless, it gives noteworthy effects on students’ attitude and interest as they show active, creative, and innovative actions in the process of teaching and learning history. Thirdly, there are some obstacles in implementing ‘make a match’ method in teaching and learning activity. Some of them are related to the allocation of time, students’ motivation, students’ uncooperative response, and teacher’s inefficient competence in the process, so that the teacher is not

The author discusses the differing perspectives which the social sciences offer to young people to analyse problems. Perspectives from history, political science and geography are briefly discussed. The author stresses that the child's perspective of the social world differs from the ones offered by social scientists. Following a summary of the economic thinking of children and adolescents, the author stresses that economics also presents students with an important perspective through the application of economic principles involving choice, costs, incentives, rules, trade, and future consequences. These economic principles are explained by reference to an example of why the buffalo population in the United States nearly became extinct and why it is now recovering. The author concludes with suggestions for how teachers can bring an economic perspective into the classroom. Readers are provided with three ‘economic mysteries' as examples of classroom activities.

The present paper concentrates on the narrative management of the teacher-student relationship. Focusing on students’ identities, the present study draws upon the social constructionism paradigm, thus considering identities as social constructs via discourse. The analysis of representative narrative extracts shows how students construct themselves as powerful enough to challenge teachers’ authority which is expressed in the Initiation–Response–Feedback structure. Their resistance is indicative of their will to free themselves from their teachers’ expectations, even if this can only take place during their conversations with their peers. In this context, narratives allow them to achieve interactional goals which may not always be fulfilled in class.

The Tennessee Value-Added Assessment System measures teacher effectiveness on the basis of student gains, implicitly controlling for socioeconomic status and other background factors that influence initial levels of achievement. The absence of explicit controls for student background has been criticized on the grounds that these factors influence gains as well. In this research we modify the TVAAS by introducing commonly used controls for student SES and demographics. The introduction of controls at the student level has a negligible impact on estimated teacher effects in the TVAAS, though not in a simple fixed effects estimator with which the TVAAS is compared. The explanation lies in the TVAAS’s exploitation of the covariance of tests in different subjects and grades, whereby a student’s history of test performance substitutes for omitted background variables.

Since the founding of Harvard College, colleges and universities have used many types of examinations to serve multiple purposes. In the early days of student assessment, the process was straightforward. Each institution developed and administered its own unique examination to its own students to monitor their progress and to prospective students who applied for admission. Large-scale standardized tests emerged in the twentieth century in part to relieve the burden placed upon high schools of having to prepare students to meet the examination requirements of each institution to which a student applied. Up to that point, local communities of tutors and teachers were attempting to prepare students to succeed on each higher education institution’s unique examination. Large-scale standardized tests have enjoyed more than a century of popularity and growth, and they have helped higher education institutions to solve problems in admissions and placement, and to measure learning outcomes. Over time, they have also become controversial, especially pertaining to race and class. This article is a historical view of educational testing in U.S. higher education, linking its development with past and present societal challenges related to civil rights laws, prominent higher education policies, and the long struggle of African American people in the United States.

ArgumentThe history of Italian “popular science” publishing from the 1860s to the 1930s provides the context to explore three phenomena: the building of a scientific community, the entering of women into higher education, and (male) scientists’ reaction to women in science. The careers of Evangelina Bottero (1859–1950) and Carolina Magistrelli (1857–1939), science writers and teachers in an institute of higher education, offer hints towards an understanding of those interrelated macro phenomena. The dialogue between a case study and the general context in a comparative perspective will help us understand why Italian scientists, in the last decades of the nineteenth century, unlike their British colleagues, did not close the doors of the university on women. The case confirms the history of so-called popular science as a useful tool for historians of science generally and also when dealing with the awakening of a new social actor: in this case the “new woman” who, from the 1870s, was determined to take up science in a professional capacity.

Purpose – An adapted version of lesson study (peer micro-teaching lesson study (PMLS)) was used in a one-year initial teacher education (ITE) programme for prospective secondary school teachers of geography, history, citizenship and social science in England. The purpose of this paper is to support student-teachers through an opportunity to share knowledge, skills and practice from their first teaching placements. Design/methodology/approach – In cross-curricular groups (of three or four), the student-teachers co-designed lessons that focused on developing thinking skills when teaching advanced-level content. Two “research lessons” were designed following the use of an initial questionnaire. Feedback from student-teachers was sought through a post-PMLS questionnaire. Participants’ discussions were recorded between the two “research lessons” to capture references to subject knowledge (SK), placement experiences and exploratory talk. Findings – Principal findings to emerge from the project were: cross-curricular PMLS helped to support student-teachers’ development between their two school environments. The collaborative process allowed them to build on their first school experiences by sharing and reflecting on their placements, learning from each other’s pedagogical practice and by improving SK both within and outside of their own specialism. Originality/value – The work is the first known use of PMLS in ITE in the UK, demonstrating that it can be used as a bridge between the first and second school placements. It elaborates a cross-curricular collaborative vision for the use of modified forms of LS in the preparation of new teachers in programmes that are now largely school-led.

This article investigates the use of co-constructed narrative strands to better understand the function of institutional narratives in teacher education. It uses data drawn from a large ethnographic study of talk in interaction in teacher education coursework. The analysis demonstrates how a series of similar small stories functions together to create a larger message about social categories in schooling. Narratives created by preservice teachers, through shared understanding of category systems like gender and disability, penetrate stories told in coursework and impact understandings of students in schools.

Given the surplus of Arab teachers and the shortage of Jewish teachers in Israel, the government has adopted the policy of employing Arab teachers in Jewish schools, contrary to the dominant nationalistic agenda. We argue that this low-cost solution meets the criteria for disruptive innovation in that it flies under the radar and has the potential to proliferate and change the existing social order. Through surveys and interviews with boundary-crossing Arab teachers, this article finds that teachers circumvent power structures in three social fields. In the Arab community, work in Jewish schools helps teachers bypass nepotism and provides a new path for upward mobility. In the education system, boundary-crossing teachers disrupt segregation. And at the state level, this innovation may improve Jewish-Arab relations.

Given the surplus of Arab teachers and the shortage of Jewish teachers in Israel, the government has adopted the policy of employing Arab teachers in Jewish schools, contrary to the dominant nationalistic agenda. We argue that this low-cost solution meets the criteria for disruptive innovation in that it flies under the radar and has the potential to proliferate and change the existing social order. Through surveys and interviews with boundary-crossing Arab teachers, this article finds that teachers circumvent power structures in three social fields. In the Arab community, work in Jewish schools helps teachers bypass nepotism and provides a new path for upward mobility. In the education system, boundary-crossing teachers disrupt segregation. And at the state level, this innovation may improve Jewish-Arab relations.

Bryan K. Saville is a doctoral student in psychology at Auburn University. He has taught statistics for the social and behavioral sciences, social psychology, introductory psychology, individual and society, and principles of behavior. His primary research interests are in the teaching of psychology, experimental social psychology, and sport psychology. In addition to coauthoring several journal articles, he recently coauthored a book chapter on the elements of master teaching. Charles L. Brewer has taught at The College of Wooster and Elmira College and is now the Kenan Professor of Psychology at Furman University. He teaches general psychology, experimental and statistical methods, learning, and history and systems. After editing Teaching of Psychology for 12 years, he was named Editor Emeritus in 1996. He has coedited several handbooks for teachers of introductory psychology, statistics, and research methods. His numerous articles and book chapters cover a wide range of topics, including the life and work of John B. Watson. His work has received numerous accolades, including the American Psychological Foundation's Distinguished Teaching Award in 1989.

Every political authority, even a historical one, puts forward its “own” demands on history and historians. It was, and probably always will be. This was no exception during the restoration of the Ukrainian state in the 1990s. From ideological monism, Ukrainian science has shifted to reforming social and humanitarian education in the country, including historical education. The beginning was in 1988, when the existing Soviet power, realizing that it was impossible to stop the process of change, brought it under its control, setting up a coordinating committee to develop a program for the development of historical research, to improve the study and propaganda of the history of the Ukrainian SSR. The Commission proposed to separate a course of history of the Ukrainian SSR in secondary and higher education into an independent educational discipline, to expand the number of schools with advanced study of history, and to organize training in leading universities of specialists in the history of Ukraine. But to proclaim does not always mean to do. The cardinal changes will begin later and will be discussed in this article. Until the 1990s, Ukraine had no national concept of historical education. Until 1989, the history of the CPSU was the only basic historical discipline in all higher education institutions of the USSR, as well as in the entire Soviet Union, regardless of profile of study or region. The main educational programs were approved centrally in Moscow by the General Directorate Teaching of Social Sciences of the Ministry of Higher and Secondary Special Education of the USSR. In 1989, the course of the history of the CPSU was withdrawn from the educational program of higher education institutions and was replaced by the obligatory historical discipline - “Social and political history of the XX century”. In 1990, universities were granted more rights in defining the content of training. This facilitated the deployment of a grassroots initiative to improve the content of historical teaching. The first such initiative was made by teachers and students of higher educational establishments of Lviv region, where since 1990 most courses of history of Ukraine were taught in most universities, although the official status of this course has not been determined yet by the goverment. In 1992, universities of Ukraine are moving to an in-depth study of national history, re-profiling the departments of USSR history into the departments of Ukrainian history, increasing the number of hours of studying the history of Ukraine for students of historical specialties. But a major drawback in teaching the history of Ukraine was the lack of science-based course programs. In 1993, the Scientific and Methodological Commission on the History of the Ministry of Education of Ukraine began the development of a typical program for the course of history of Ukraine as a kind of reference for the departments of history of Ukraine of higher educational institutions. The development and approval in 1993 of the program of the normative course of history of Ukraine for students of history faculties of higher educational establishments, as well as the drawing up in 1994-1996 a typical program of the basic course of history of Ukraine for other higher educational institutions contributed the development of scientific approaches to teaching Ukrainian history, and clarification of teachers’ positions on discussion issues in history. At one time with the development of the educational programs, the national concept of historical education in Ukraine was created and improved. Key words: history education, history program, national history, course of the History of Ukraine, higher education institutions

Kinnaird College alumnae who did not work often expressed regret for having been ‘just’ wives and mothers, and a feeling of not having lived up to expectations. In some cases, these women's parents planned for them to have professional careers, but more often, such women mentioned the expectations of their college teachers that alumnae would contribute to their society in some concrete way.Educated women, in short, left Kinnaird with a sense that their education implied obligations to society. Women with careers, whether or not they had married, were satisfied that they had ‘used’ their educations fittingly. Women without careers often expressed dissatisfaction, at least to a foreign observer, butat the same time, they justified their education by pointing with pride to the way they had reared their own children, recognizing that mothers are active transmitters of social identities within the family. Alumnae who remained in primarily domestic roles as wives and mothers frequently expanded their world to include non-domestic social work and other activities beyond their immediate kin group.

Educational conditions reflect society’s cultural traditions and political system, in turn affecting society’s development. The development of the younger generation is guided by way of education, for which reason working out educational policy requires the participation of society’s various interest groups. This article analyses changes in the teaching of history in the transitional period from the Soviet era to restored independent statehood. The development of subject content, the complicated role of the history teacher, the training of history teachers, and the start of the renewal of textbooks and educational literature are examined. The aim is to ascertain in retrospect the developments that took place prior to the restoration of Estonia’s independence, in other words the first steps that laid the foundation for today’s educational system. Legislation, documents, publications, and media reports preserved in the archives of the Ministry of Education and Research and the Archival Museum of Estonian Pedagogics were drawn upon in writing this article, along with the recollections of teachers who worked in schools in that complicated period. These recollections were gathered by way of interviews (10) and questionnaires (127). Electronic correspondence has been conducted with key persons who participated in changes in education in order to clarify information, facts, conditions and circumstances. The discussion in education began with a congress of teachers in 1987, where the excessive regulation of education was criticised, along with school subjects with outdated content, and the curriculum that was in effect for the entire Soviet Union. The resolution of the congress presented the task of building a national and independent Estonian school system. The congress provided an impetus for increasing social activeness. An abundance of associations and unions of teachers and schools emerged in the course of the educational reform of the subsequent years. After the congress, the Minister of Education, Elsa Gretškina, initiated a series of expert consultations at the Republic-wide Institute for In-service Training of Teachers (VÕT) for reorganising general education. The pedagogical experience of Estonia and other countries was analysed, new curricula were drawn up and evaluated, and new programmes were designed for school subjects. The solution was seen in democratising education: in shaping the distinctive character of schools, taking into account specific local peculiarities, establishing alternative schools, differentiating study, increasing awareness and the relative proportion of humanities subjects and foreign language study, better integrating school subjects, and ethical upbringing. The problems of schools where Russian was the language of instruction were also discussed. The Ministry of Education announced a competition for school programmes in 1988 to find innovative ideas for carrying out educational reform. The winning programme prescribed compulsory basic education until the end of the 9th grade, and opportunities for specialisation starting in the second year of study in secondary school, that is starting in the 11th grade. Additionally, the programme prescribed a transition to a 12-grade system of study. Schools where Russian was the language of instruction were to operate separately, but were obliged to teach the Estonian language and Estonian literature, history, music and other subjects. Hitherto devised innovative ideas for developing Estonian education were summed up in the education platform, which is a consensual document that was approved at the end of 1988 at the conference of Estonian educators and in 1989 by the board of the ESSR State Education Committee. The constant reorganisation of institutions hindered development in educational conditions. The activity of the Education Committee, which had been formed in 1988 and brought together different spheres of educational policy, was terminated at the end of 1989, when the tasks of the committee were once again transferred to the Ministry of Education. The Republic-wide Institute for In-service Training of Teachers, the ESSR Scientific-Methodical Cabinet for Higher and Secondary Education, the ESSR Teaching Methodology Cabinet, the ESSR Preschool Upbringing Methodology Cabinet, and the ESSR Vocational Education Teaching and Methodology Cabinet were all closed down in 1989. The Estonian Centre for the Development of Education was formed in July of 1989 in place of the institutions that were closed down. The Institute for Pedagogical Research was founded on 1 April 1991 as a structural subunit of the Tallinn Pedagogical Institute, and was given the task of developing study programmes for general education schools. The Institute for the Scientific Research of Pedagogy (PTUI) was also closed down as part of the same reorganisation. The work of history and social studies teachers was considered particularly complicated and responsible in that period. The salary rate of history teachers working in secondary schools was raised in 1988 by 15% over that of teachers of other subjects, since their workload was greater than that of teachers of other subjects – the renewal of teaching materials did not catch up with the changes that were taking place in society and teachers themselves had to draw up pertinent teaching materials in place of Soviet era textbooks. Articles published in the press, newer viewpoints found in the media, published collections of documents, national radio broadcasts, historical literature and school textbooks from before the Second World War, and writings of notable historians, including those that were published in the press throughout the Soviet Union, were used for this purpose. Teachers had extensive freedom in deciding on the content of their subject matter, since initially there were no definite arrangements in that regard. A history programme group consisting of volunteer enthusiasts took shape at a brainstorming session held after the teachers’ congress. This group started renewing subject matter content and working out a new programme. The PTUI had already launched developmental work. There in the PTUI, Silvia Õispuu coordinated the development of history subject matter content (this work continued until 1993, when this activity became the task of the National Bureau of Schools). The curriculum for 1988 still remained based on history programmes that were in effect throughout the Soviet Union. The greatest change was the teaching of history as a unified course in world history together with themes from the history of the Estonian SSR. The first new curriculum was approved in the spring of 1989, according to which the academic year was divided up into three trimesters. The school week was already a five-day week by then, which ensured 175 days of study per year. The teaching of history began in the 5th grade and it was taught two hours per week until the end of basic school (grades 5 – 9). Compulsory teaching of history was specified for everyone in the 10th grade in secondary school, so-called basic education for two hours a week. The general and humanities educational branches had to study history three hours a week while the sciences branch only had to study history for two hours a week. Students were left to decide on optional subjects and elective subjects based on their own preferences and on what the school was able to offer. The new conception of teaching history envisaged that students learn to know the past through teaching both in the form of a general overview as well as on the basis of events and phenomena that most characterise the particular era under consideration. The teacher was responsible for choosing how in-depth the treatment of the subject matter would be. The new programmes were implemented in their entirety in the academic year of 1990/1991. At the same time, work continued on improving subject programmes. After ideological treatments were discarded, the aim became to make teaching practice learner-oriented. The new curriculum was optional for schools where the language of instruction was Russian. Recommendations for working with renewed subject content regarding Estonian themes in particular were conveyed by way of translated materials. These schools mostly continued to work on the basis of the structure and subject content that was in effect in the Soviet Union, teaching only the history of the Soviet Union and general history. Certain themes from Estonian history were considered in parallel with and on the basis of the course on the history of the Soviet Union. The number of lessons teaching the national official language (Estonian) was increased in the academic year of 1989/1990 and a year later, subjects from the Estonian curriculum started being taught, including Estonian history. The national curriculum for Estonian basic education and secondary education was finally unified once and for all in Estonia’s educational system in 1996. During the Soviet era, the authorities attempted to make the teaching profession attractive by offering long summer breaks, pension insurance, subsidised heating and electricity for teachers in the countryside, and apartments free of charge. This did not compensate the lack of professional freedom – teachers worked under the supervision of inspectors since the Soviet system required history teachers to justify Soviet ideology. The effectiveness of each teacher’s work was assessed on the basis of social activeness and the grades of their students. The content and form of Sovietera teacher training were the object of criticism. They were assessed as not meeting the requirements of the times and the needs of schools. Changes took place in the curricula of teacher training in 1990/1991. Teachers had to reassess and expand their knowledge of history during the transitional period. Participation in social movements such as the cultural heritage preservation movement also shaped their mentality. The key question was educational literature. The government launched competitions and scholarships in order to speed up the completion of educational literature. A teaching aid for secondary school Estonian history was published in 1989 with the participation of 18 authors. Its aim was set as the presentation of historical facts that are as truthful as possible from the standpoint of the Estonian people. Eesti ajalugu (The History of Estonia) is more of a teacher’s handbook filled with facts that lacks a methodical part, and does not include maps, explanations of terms or illustrations meant for students. The compendious treatment of Estonian history Kodulugu I and II (History of our Homeland) by Mart Laar, Lauri Vahtre and Heiki Valk that was published in the Loomingu Raamatukogu series was also used as a textbook in 1989. It was not possible to publish all planned textbooks during the transitional period. The first round of textbooks with renewed content reached schools by 1994. Since the authors had no prior experience and it was difficult to obtain original material, the authors of the first textbooks were primarily academic historians and the textbooks had a scholarly slant. They were voluminous and filled with facts, and their wording was complicated, which their weak methodical part did not compensate. Here and there the effect of the Soviet era could still be felt in both assessments and the use of terminology. There were also problems with textbook design and their printing quality. Changes in education did not take place overnight. Both Soviet era tradition that had become ingrained over decades as well as innovative ideas could be encountered simultaneously in the transitional period. The problem that the teaching of history faced in the period that has been analysed here was the wording of the focus and objectives of teaching the subject, and the balancing of knowledge of history, skills, values and attitudes in the subject syllabus. First of all, Soviet rhetoric and the viewpoint centring on the Soviet Union were abandoned. The so-called blank gaps in Estonian history were restored in the content of teaching history since it was not possible to study the history of the independent Republic of Estonia during the Soviet era or to gain an overview of deportations and the different regimes that occupied Estonia. Subject content initially occupied a central position, yet numerous principles that have remained topical to this day made their way into the subject syllabus, such as the development of critical thinking in students and other such principles. It is noteworthy that programmes for teaching history changed before the restoration of Estonia’s independence, when society, including education, still operated according to Soviet laws. A great deal of work was done over the course of a couple of years. The subsequent development of the teaching of history has been affected by social processes as well as by the didactic development of the teaching of the subject. The school reform that was implemented in 1987–1989 achieved relative independence from the Soviet Union’s educational institutions, and the opportunity emerged for self-determination on the basis of curricula and the organisation of education.