Document Type
Article
Abstract
The effects of No Child Left Behind (NCLB) upon teaching and learning social studies at the elementary level are already well known. In light of the discipline’s increasing marginalization in the schools, the methods used to prepare elementary educators for teaching social studies and developing professional advocacy must be reexamined. This article, with reference to relevant scholarship, discusses eight key strategies to promote more effective teacher preparation, including a pledge of advocacy, meaningful pedagogy, pre-service professional development, knowledge of curriculum standards, content expertise, curriculum integration, significant field experience before student teaching, and reevaluation of NCLB.
Recommended Citation
Finley-Bowman, Rachel
(2009)
"Grooming Tomorrow’s Advocates: Preparing Elementary Social Studies Teachers Today,"
The Councilor: A National Journal of the Social Studies: Vol. 70:
No.
2, Article 5.
Available at:
https://thekeep.eiu.edu/the_councilor/vol70/iss2/5
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons