In-Service and Staff Development

Professional development occurs in both formal and informal ways. Informally, students, the school culture, collegial interactions, administrative interaction, and support all work in powerful ways to shape the development of teachers. Formal mechanisms explicitly aimed at guiding teacher development are in place as well. Increasingly, schools and school districts have begun to create and implement teacher induction programs. These programs are intended to provide support for beginning teachers as they deal with day-to-day challenges. Often, a beginning teacher is paired with an experienced teacher who serves as an advisor, guide, and sounding board. The goal of teacher induction programs is to both assist and retain novice teachers and revitalize mentor teachers. But little is known about the making of effective mentors and mentor programs.

Another professional development opportunity routinely provided by school districts is the school or district-developed in-service program. Once again, there is no common program model. Such programs may be one-day presentations or yearlong sustained efforts. They may be built around the idea of teachers working together to improve their teaching or they may rely on outside experts who make an occasional appearance. Teachers may see these programs as meeting their needs or as completely irrelevant.

There is the expectation, in many states and school districts that teachers will continue to do graduate work in their teaching field or in professional education. While teachers in such programs are expected to find useful ways to apply what they learn to their teaching practice, there is generally little support in the classroom for these efforts. Some teachers find that membership in professional associations, such as the National Council for the Social Studies, is a meaningful form of professional development. Reading journals, attending conferences and workshops, and working with other teachers in one's own field are important benefits of getting involved with professional associations. However, not all schools and school districts are supportive of teacher involvement in professional associations. Districts often expect membership in professional associations to be at the teacher's own cost and on the teacher's own time. Some districts will discourage teachers from taking time from their teaching to attend professional association meetings and conferences, while others support such efforts as a form of professional renewal.

Certification by the National Board for Professional Teaching Standards is a challenging form of professional development voluntarily undertaken by experienced teachers. National board certification in social studies, as in other fields, is based on a demonstration of a teacher's practice as measured against high and rigorous standards. Yet, states and school districts differ in the support they give to teachers seeking board certification and in the ways in which they recognize those who achieve certification through this rigorous process.

Major Trends and Issues

Important trends in the education of social studies teachers are similar to those in teacher education as a whole, but they are often manifest in distinct ways. The growing interest in accountability for both teachers and students, for example, is a major issue in the early twenty-first century. The work of teaching and teacher education has come to focus increasingly on helping students to meet state standards. In addition, many states require teachers to pass some form of content knowledge test to receive certification. In social studies, both student content standards and teacher testing may be highly political rather than professional. Decisions about what knowledge should be taught are often very controversial. Decision-making often involves politicians, content experts with divergent points of view, and the general public, as well as professional educators. Consensus among and within various groups may be difficult to attain; those with the most powerful voices often become the decision-makers.

Another challenge for teaching and teacher education is the appropriate use of technology both in teacher education programs and in K–12 classrooms. Research suggests that social studies pre-service teacher motivation is increased by online dialogue, facilitated (but not controlled) by the instructor. Additional research suggests great potential for improved learning of social studies through the use of technology, such as using the Library of Congress website to bring primary sources into the classroom. However, at the start of the twenty-first century, teacher educators are only beginning to use technology in sophisticated ways in their own teaching and only just developing ways to prepare teachers for high-power uses of technology.

Teacher education faces the challenge of preparing teachers to effectively teach culturally and linguistically diverse students. In social studies, issues of diversity go to the heart of the field. The concept of citizenship on which social studies is based must be a dynamic one that considers the many different cultural and national identities of learners. It must also take into account that citizenship in an interdependent world must have a global, as well as a national, component. Making the social studies curriculum meaningful and significant for learners and for society remains the greatest challenge of social studies teaching and teacher education.

 

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Учебное издание

 

 

Фомина Жанна Владимировна