Improving Teacher Preparation

Journal of Social Studies Research, Fall 2005 by May, Marilyn

Abstract

Current pressure on education programs is leading to increased evaluation of course requirements. Alignment with national and state standards and demands for greater accountability are being reflected in teacher certification requirements and graduation proficiencies. There is a great deal of literature that identifies the need and value of geography education programs. This article describes action research that assesses pre-service teachers and two levels of graduate program candidates for geography proficiency. Results will be used to evaluate program content deficiencies and document areas where content courses need to be added or existing course content needs to be altered.

Teacher education programs often must make decisions concerning the curriculum balance between professional development courses, methods courses, and supporting content courses. This balance is perhaps most crucial for Early Childhood and Middle Grades programs that must prepare teachers to teach a variety of subjects each day. In the Thomas study (2001) there was an increase in performance as the teaching level increased. Bachelor degree programs typically include a core of general education courses that provide basic content and skill knowledge. But the debate is ongoing concerning the depth of content needed to be a competent teacher.

Decisions concerning required content courses are influenced by grade specific state and national standards that in turn shape the daily curriculum for which teachers are responsible. These standards are reflected in the variety of assessments required for state public schools students. In specific the state requires students to demonstrate proficiency in social studies by passing annual standardized exams that include a section of social studies based on established curriculum standards. Effective teacher education programs align content course requirements with areas of curriculum in K-12 social studies.

Determining the performance levels of pre service teachers and graduate level teachers provides information beneficial in designing programs that better prepare teachers for the classroom. A point that has been stated by many authors when they discuss pre-service geographic illiteracy is how can teachers be expected to teach what they have not learned (Boehm, et al. 1994; Ludwig, 1995; Petry, 1995; Gilsbach, 1997). Authors Green and Clarke "feel that if knowledge of map and globe skills is important in this world of rapid communication, global transportation, increased pollution, and ever-changing social, political, and physical boundaries, then we must be certain that our elementary school teachers are adequately prepared to teach them" (1983, p.7).

Elementary teachers are the first to introduce geography information and principles to our children (Wilbanks, 1994). The Georgia Quality Core Curriculum (Q.C.C., 2003) standards K-5 include a yearly focus on the reading of maps, charts, and graphs in the three content areas of social studies, science, and math. There is a heavy emphasis on Georgia history and supportive geography, and a very limited focus on selected areas outside of the United States. At the present time Georgia is in the process of transition from the Q.C.C.'s to the Georgia Performance Standards (G.P.S., 2005). The new standards continue to focus each year on skill development and limit the teaching of geography skills entirely to Georgia and the United States. Passing levels on 5th grade "Gateway Exams" or "CRCT" are required in Georgia before students move into middle school. World geography has been moved completely to 6th grade and beyond where students take courses that focus on specific areas of the social studies (i.e. world history, government, and Georgia history.)

One of the most important conclusions that can be drawn from the available research on early learning in social studies is the critical importance of the elementary years in laying the foundations for later and increasingly maturing understanding (Salter, 1991). Although students do not take specific geography courses in the primary grades, Georgia identifies geography standards throughout the primary education program as being embedded within the Social Studies curriculum.

There have been numerous studies that have verified the lack of geographic knowledge of pre-service students. From the studies of Ehrich (1960) to studies of Bein, Kitley, and Stough (1986) and recent dissertation work completed by Thomas (2001) there is substantial data supporting the view that, across a variety of testing formats, over the past 40 years there has been a lack of basic geographic knowledge demonstrated by pre-service teachers. Although the Thomas study (2001) does indicate improvement, there is still a wide gap in content knowledge.

A recent study used a geography assessment targeted towards 5th grade Georgia Core Curriculum standards to test groups of 5th grade students, pre service teachers and graduate level teachers in the areas of basic geography skill application and place name knowledge. The assessment tool included three basic sections of questions: global place names, local geography, and a skills section requiring the application of information from maps, charts, and graphs. Items on this assessment were selected from the Standards-Based Geography Test (Intermediate Level) published by the National Council for Geographic Education (1983) and the Georgia Criterion Referenced Competency Tests (Form 45/2002 test published online). Selection was based on direct relationship to the 5th grade Geography Standards identified in the Quality Core Curriculum of Georgia (2003-2003).