ERIC Number: ED212549
Record Type: RIE
Publication Date: 1981-Nov-23
Reference Count: 0
Developing Social Studies Competencies: Directions for the Future.
Felder, B. Dell; Schomburg, Carl E.
This paper discusses an approach which used the development principles of competency based education as guidelines for the training of social studies teachers at the University of Houston. Competencies identified for training social studies teachers will be either generic or specialized. Generic competencies reflect those teaching behaviors considered essential for all teachers to master so that they can teach their subject within the context of the entire school curriculum. Specialized competencies for the social studies can then build and extend these generic skills and respond to the unique dimensions of social studies education. The paper lists the 16 generic competencies which all students preparing to teach at the University of Houston are expected to demonstrate. In developing the social studies competencies, the Houston faculty first established assumptions, for example, "optimal learning occurs when the future teacher is presented with a model of the teacher he or she is expected to become." Goals which serve as the parameters of the social studies program were then derived from the assumptions, for example, "model the behaviors expected of their students." Social studies competencies were then grouped into four components: (1) goal determination in the social studies; (2) instructional design, strategies, and materials in the social studies; (3) implementation and demonstration in social studies; and (4) consequence and evaluation in the social studies. Competency statements and instructional objectives for each component were developed and served as the basis for the design of learning experiences for preservice teachers. These components which can be used as the starting point for design are illustrated in the paper. (Author/RM)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council for the Social Studies (Detroit, MI, November 23, 1981).