Exploring New Teachers Conceptualizations of Critical Simulations in World History, American History, and Economics Learning Experiences

Autor/inn/en	Magill, Kevin Russel; Shanks, Neil
Titel	Exploring New Teachers Conceptualizations of Critical Simulations in World History, American History, and Economics Learning Experiences
Quelle	In: Citizenship, Social and Economics Education, 19 (2020) 3, S.153-174 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Magill, Kevin Russel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8047
DOI	10.1177/2047173420948392
Schlagwörter	Social Studies; Teacher Attitudes; Teaching Methods; Preservice Teachers; Preservice Teacher Education; Simulation; Course Content; Criticism; Democratic Values; Critical Theory; Power Structure; Pedagogical Content Knowledge; World History; United States History; Learning Experience; Economics Education; Ideology; Context Effect; Citizenship; International Organizations; Group Discussion; Foreign Policy; Dialogs (Language); Graduate Students; Masters Programs + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Simulation program; Simulationsprogramm; Kursprogramm; Kritik; Kritische Theorie; Pädagogische Kompetenz; Weltgeschichte; Lernerfahrung; Wirtschaftskunde; Ideologie; Staatsbürgerschaft; International organisation; International organisations; International organization; Internationale Organisation; Gruppendiskussion; Außenpolitik; Dialog; Dialogs; Dialogue; Dialogues; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01