Research Competencies in Social Studies Teacher Education

Expected by NCSS

Excerpts from:

National Council for the Social Studies. Program Standards for the Initial Preparation of Social Studies Teachers. 2004.

1.0 INTERDISCIPLINARY THEMATIC STANDARDS

Matrix Item 1.3: PEOPLE, PLACES, AND ENVIRONMENTS

Matrix Item 1.10: CIVIC IDEALS AND PRACTICES

2.0 DISCIPLINARY STANDARDS

Matrix Item 2.1: Disciplinary Standard: HISTORY

Matrix Item 2.2 Disciplinary Standard: GEOGRAPHY

Matrix Item 2.5 Disciplinary Standard: PSYCHOLOGY


1.0 INTERDISCIPLINARY THEMATIC STANDARDS

Matrix Item 1.3: PEOPLE, PLACES, AND ENVIRONMENTS

Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of People, Places, and Environments.

Exemplars of Capabilities for Teaching About People, Places and Environments

Candidates in social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of people, places, and environments. They should:

  • Enable learners to use, interpret, and distinguish various representations of Earth, such as maps, globes and photographs, and to use appropriate geographic tools;
  • Encourage learners to construct, use, and refine maps and mental maps; calculate distance, scale, area, and density; and organize information about people, places, regions, and environments in a spatial context;
(24)

Matrix Item 1.10: CIVIC IDEALS AND PRACTICES

Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Civic Ideals and Practices.

Exemplars of Capabilities for Teaching About Civic Ideals and Practices

Candidates in social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of civic ideals and practices. They should:

  • Guide learner efforts to identify, interpret, analyze, and evaluate sources and examples of citizens’ rights and responsibilities;
  • Help learners locate, access, analyze, organize, synthesize, evaluate, and apply information about selected public issues — identifying, describing, and evaluating multiple points of view and taking reasoned positions on such issues;
  • Enable learners to practice forms of civic discussion and participation consistent with the ideals of citizenship in a democratic republic;
  • Help learners analyze and evaluate the influence of various forms of citizen action on public policy;
  • Prepare learners to analyze a variety of public policies and issues from the perspectives of formal and informal political actors;
  • Guide learners as they evaluate the effectiveness of public opinion in influencing and shaping public policy development and decision-making;
  • Encourage learner efforts to evaluate the degree to which public policies and citizen behaviors reflect or foster the stated ideals of a democratic republican form of government;
  • Help learners to construct reasoned policy statements and action plans to achieve goals related to issues of public concern;
(38)

2.0 DISCIPLINARY STANDARDS

Matrix Item 2.1: Disciplinary Standard: HISTORY

Candidates who are to be licensed to teach history at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of history.

Exemplars of Capabilities for Teaching History

Candidates in history at all school levels should provide developmentally appropriate experiences as they guide learners in their study. They should:

  • Assist learners in utilizing chronological thinking so that they can distinguish between past, present, and future time; can place historical narratives in the proper chronological framework; can interpret data presented in time lines and can compare alternative models for periodization;
  • Enable learners to develop historical comprehension in order that they might reconstruct the literal meaning of a historical passage; identify the central questions addressed in historical narrative; draw upon data in historical maps, charts, and other graphic organizers; and draw upon visual, literary, or musical sources;
  • Guide learners in practicing skills of historical analysis and interpretation, such as compare and contrast, differentiate between historical facts and interpretations, consider multiple perspectives, analyze cause and effect relationships, compare competing historical narratives, recognize the tentative nature of historical interpretations, and hypothesize the influence of the past;
  • Help learners understand how historians study history;
  • Assist learners in developing historical research capabilities that enable them to formulate historical questions, obtain historical data, question historical data, identify the gaps in available records, place records in context, and construct sound historical interpretations;
(42)

Matrix Item 2.2 Disciplinary Standard: GEOGRAPHY

Candidates who are to be licensed to teach geography at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of geography.

Exemplars of Capabilities for Teaching Geography

Candidates in geography at all school levels should provide developmentally appropriate experiences as they guide learners in their study. They should:

  • Help learners use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective;
  • Enable learners to use mental maps to organize information about people, places, and environments in a spatial context;
  • Assist learners to analyze the spatial information about people, places, and environments on Earth’s surface;
  • Enhance learners’ abilities to ask questions and to acquire, organize, and analyze geographic information so they can answer geographic questions as they engage in the study of substantive geographic content.
(44)

Matrix Item 2.5 Disciplinary Standard: PSYCHOLOGY

Candidates who are to be licensed to teach psychology at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of psychology.

Exemplars of Capabilities for Teaching Psychology

Candidates in psychology at all school levels should provide developmentally appropriate experiences as they guide learners in their study. They should:

  • Insure that learners understand and can apply the codes of ethics accepted by psychologists regarding the conduct of research on human and animal subjects and the reporting of research findings;
  • Enable students to engage in preliminary behavioral science research, using various research paradigms and perspectives.
(51)


Last modified February 14, 2007
by Boris Teske, Prescott Memorial Library,
Louisiana Tech University, Ruston, LA 71272