Examining the relationship between instructional practice and social studies teacher training: A TALIS study

Journal of Social Studies Research - Tập 46 - Trang 123-133 - 2022
Peter D. Wiens1, Leona Calkins2, Paul J. Yoder3, Andromeda Hightower2
1University of Nevada, Las Vegas, USA
2University of Nevada, Las Vegas USA
3Eastern Mennonite University, USA.

Tóm tắt

Many calls have been made for more research on social studies teachers’ practices and preservice training. Instructional practices employed by teachers are important for encouraging student learning. However, there is a history of social studies teachers focusing much of their time on teacher-centered instructional techniques that have not demonstrated strong learning for students. Therefore it is important to examine not just how teachers chose to teach, but also where they may have learned to teach. This study examined data from the Teaching and Learning International Survey (TALIS) 2018 of 240 secondary social studies teachers to understand what instructional practices they report employing and their feelings about their preparation. Data analysis provided direct empirical evidence of the power of teacher preparation programs to shape social studies teachers’ instructional practices well into their teaching careers.

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