What is it about?
This chapter of the Handbook of Social Studies reviews research publications in the field of social studies that deal with teacher education and professional development. The review is set in a context of how well the field has defined becoming a social studies teacher through its research by contrast with other major school subjects such as math, English Language Arts, and science.
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Why is it important?
Use of the term "expert" in the title gets problematized in terms of theories of Lee Shulman about pedagogical content knowledge. Picking up from the chapter (Adler) in a previous handbook of social studies (Levstik & Tyson, 2008), the authors consider how one might think about the process of becoming an expert social studies teacher while problematizing the notion of expertise that is rooted in Shulman's body of work and the way that it has been taken up in other fields related to teacher education.
Perspectives
Given the paucity of research in social studies on teacher education and professional development, the chapter looks at its topic from the standpoint of thinking about what the field might want to tackle in research in these areas going forward.
Dr. Margaret S Crocco
Michigan State University
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This page is a summary of: Becoming an “Expert” Social Studies Teacher, March 2017, Wiley,
DOI: 10.1002/9781118768747.ch16.
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