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

doi:10.1007/978-3-319-22939-3_8

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 proceeding › Chapter

2 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 language	English (US)
Title of host publication	Rethinking Social Studies Teacher Education in the Twenty-First Century
Publisher	Springer International Publishing
Pages	143-166
Number of pages	24
ISBN (Electronic)	9783319229393
ISBN (Print)	9783319229386
DOIs	https://doi.org/10.1007/978-3-319-22939-3_8
State	Published - Jan 1 2015

Keywords

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

ASJC Scopus subject areas

General Social Sciences

Access to Document

10.1007/978-3-319-22939-3_8

Cite this

Turchi, L. B., Hinde, E. R., Dorn, R., & Ekiss, G. O. (2015). 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. In Rethinking Social Studies Teacher Education in the Twenty-First Century (pp. 143-166). Springer International Publishing. https://doi.org/10.1007/978-3-319-22939-3_8

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. / Turchi, Laura B.; Hinde, Elizabeth R.; Dorn, Ronald et al.
Rethinking Social Studies Teacher Education in the Twenty-First Century. Springer International Publishing, 2015. p. 143-166.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Turchi, LB, Hinde, ER, Dorn, R & Ekiss, GO 2015, 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. in Rethinking Social Studies Teacher Education in the Twenty-First Century. Springer International Publishing, pp. 143-166. https://doi.org/10.1007/978-3-319-22939-3_8

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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

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Keywords

ASJC Scopus subject areas

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