Voices From the Field:Evidence to Support Social Studies Teachers in Their First Year of Teaching

摘要

This paper captures data from a collaborative school district-university designed case study that looks into secondary in-service teachers’perceptions of what a first-year teacher should know and be able to do to be prepared to be successful in his or her classroom.These insights helped to design a team-taught course in Fall 2017 for preservice social studies teachers and to lay the framework for future teaming initiatives in the College of Education and the school district.