Issues in Professional Development for Social Studies Teachers

A career in teaching is also a career in learning and professional development is an essential component of this. As technology, research, and best practices constantly evolve, it is the duty of Social Studies educators and their institutions to make sure teachers are able to provide a modern education to the best of their abilities. In order to accomplish this, a partnership between the teachers, administrators, and parents need to embrace the concept of professional development and apply it where necessary—especially in the field of technology integration.

There is a common disconnect in Social Studies that inhibits professional development. First, the public does not acknowledge it as a field that evolves, or where professional development is particularly necessary. Part of this is the attitudes towards history in general: it is a stagnant subject that is the same now as it was 20 years ago, just with an extra 20 years. The other part is that the concentration on STEM education has lessened the public’s demand for a solid education in Social Studies. It is considered an expendable subject—nice, but not necessary. This public attitude has extended to a “gulf” between department leaders and the classroom teachers, as well as between specialists in social studies education and academic scholars (Vontz, Franke, Burenheide, & Bietau, 2007).

Because of the lack of a public demand for a rigorous Social Studies education, it is even more important for administrators and teachers to develop a partnership in professional development and mend the other chasms that prevent what is needed. One study explores a partnership with Kansas State University (KSU) and multiple school districts in creating a professional development school (PDS). They found that seminars successfully improve the learning environment when they interest the teachers and are supported by the administration, but retention, funding, and limited participation greatly inhibit this from happening (Vontz, et al, 2007).

Professional development can become even more essential when technology is involved. There is little use for a room full of new technology or a computer loaded with all the latest software when the primary facilitator is ill prepared to assist students. Teachers can develop enthusiasm for their own development by being shown the possibilities. The increase in the confidence that accompanies their continuing education could also be passed along in the classroom. Administrative support is a necessary component to provide funding and encouragement (King, 2002). Finally, the community at large needs to be supportive of the development of their educators. Just as it is vital to hire teachers with the proper credentials, it is just as vital to make sure they continue to have the proper education throughout their careers (Vontz, et al, 2007).

Professional development is not just a matter of funding, but also attitude. The demand for a proper education starts with the parents, which leads to an administration that is held accountable for the success of whomever they hire. The teachers themselves need to be motivated, both internally and externally, to seek and attend to their continuing education.

References

King, K. P. (2002). Educational technology professional development as transformative learning opportunities. Computers & Education, 39(3), 283-297.

Vontz, T. S., Franke, J., Burenheide, B., & Bietau, L. (2007). Building bridges in social studies education: Professional development school partnerships. The Journal of Educational Research, 100(4), 254-262.