scholarly journals Science And Social Studies Examining the Thoughts of Teacher Candidates About Concept Teaching

2021 ◽  
Vol 0 (16) ◽  
pp. 1-17
Author(s):  
Mürşit AKBULUT ◽  
Enes BODUR
Keyword(s):  
Social Studies ◽  
Teacher Candidates ◽  
Concept Teaching

scholarly journals Investigating Prospective Social Studies Teachers’ Perceptions of European Union through Metaphor Analysis

2017 ◽  
Vol 5 (3) ◽  
pp. 34
Author(s):  
İsmail Hakan Akgün
Keyword(s):  
European Union ◽  
Social Studies ◽  
Teacher Candidates ◽  
Phenomenological Study ◽  
Religious Community ◽  
The European Union ◽  
Metaphor Analysis ◽  
Teachers Perceptions ◽  
Social Studies Teacher ◽  
The Eu

The purpose of this study is to investigate metaphors developed by social studies teacher candidates about the European Union. 185 second, third and fourth year social studies teacher candidates participated in the study. This study was designed as a phenomenological study and matephor analysis was conducted. At the end of the study, the students developed 168 metaphors about the European Union. The metaphors developed by the students were grouped into 4 categories after coding and extracting phases. The categories were (1) a religious community, (2) a seemingly powerful but decadent formation, (3) a powerful formation and (4) does anything for its own interest. It was determined in the study that the students perceived the EU mostly as a powerful formation (36.14%), followed by a religious community (34.33%), does anything for its own interest (20.48%) and a seemingly powerful but decadent formation (8.43%).

“Something You Can Look Back On”: Teacher Candidates, Rap Music, and P-12 Social Studies

2016 ◽  
Vol 55 (8-9) ◽  
pp. 1224-1250
Author(s):  
Tracey Kumar
Keyword(s):  
High School ◽  
Teacher Education ◽  
Social Studies ◽  
Hip Hop ◽  
Teacher Candidates ◽  
Rap Music ◽  
Learning Experiences ◽  
Lesson Plans ◽  
Traditional Classroom ◽  
Look Back

Although several studies highlight the integration of hip-hop-based education (HHBE) into teacher education workshops and coursework, little is known about the use of HHBE by the teachers and teacher candidates who take part in these learning experiences. Toward such a contribution, this study examines how teacher candidates proposed to integrate rap into lesson plans designed for middle and high school social studies classes in an urban intensive setting. The findings indicate that the teacher candidates’ proposed uses of rap not only privilege their own preferences and experiences but also position rap as subordinate to traditional classroom-based texts.

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