NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1407430
Record Type: Journal
Publication Date: 2023
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1309-9108
Developing an Understanding of Secondary Social Studies Teacher Candidates' Economic Pedagogical Content Knowledge
Katherine Kieninger; Michael A. Kopish
Journal of Social Studies Education Research, v14 n3 p1-25 2023
Social studies teacher candidates will be expected to teach or integrate economics content in their classrooms, yet there is a dearth of research on social studies teacher candidates' preparation to teach economics. This convergent mixed methods study developed an understanding of secondary social studies teacher candidates' economic pedagogical content knowledge. Data were analyzed from teacher candidates' (n=22) participation in a card sort activity and think-aloud, semi-structured interview, and/or the Test of Economic Literacy at a midsized Midwestern university. The findings indicated that secondary social studies teacher candidates have nascent economic pedagogical content knowledge and need support to foster its development. Findings also revealed that many candidates have anxiety when engaging in economics that stems from an underlying math anxiety. Key implications for social studies teacher preparation are detailed, including explicitly working with candidates to develop their economic literacy and economic reasoning, and better supporting candidates during their required economics coursework.
Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Test of Economic Literacy
Grant or Contract Numbers: N/A