Literaturnachweis - Detailanzeige
| Autor/inn/en | Joshi, Parag; Marri, Anand R. |
|---|---|
| Titel | An Economics Methods Course?: Challenges of Teaching an Economics Education Methods Course for Secondary Social Studies Preservice Teachers |
| Quelle | In: Social Studies, 97 (2006) 5, S.197-202 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0037-7996 |
| DOI | 10.3200/TSSS.97.5.197-202 |
| Schlagwörter | Textbooks; Teaching Methods; Specialists; Preservice Teacher Education; Economics Education; Preservice Teachers; Problem Based Learning; Methods Courses; Social Studies; Secondary Education |
| Abstract | Methods courses, the mainstays of preservice teacher education in social studies, are curiously understudied in general terms although there are numerous focused studies on such topics as methods textbooks, problem-based learning, and critical thinking, including an issue focused on reflections on the methods course in the "International Social Studies Forum." Broader studies that attempt to survey the field and make generalized findings are lacking. What economics education preparation does exist for preservice social studies teachers comes from the general social studies methods course, special teacher sections of economic principles courses, and economics methods courses taught by economics faculty. Each of these variations provides differences in emphasis among economics content, general pedagogy, and what Shulman (1987) termed" pedagogic content knowledge" (PCK), the ways of representing and formulating the subject that makes it comprehensible to students. Unfortunately, no research exists that analyzes efforts to improve preservice teachers' capacity for PCK in economics education. In this article, the authors define PCK for economics teachers and explore how it may be taught. (Contains 2 notes.) (ERIC). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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