Developing an Understanding of Secondary Social Studies Teacher Candidates’ Economic Pedagogical Content Knowledge

Abstract

Social studies teacher candidates will be expected to teach or integrate economics content in their classrooms, yet there is a dearth of research on social studies teacher candidates’ preparation to teach economics. This convergent mixed methods study developed an understanding of secondary social studies teacher candidates’ economic pedagogical content knowledge. Data were analyzed from teacher candidates’ (n=22) participation in a card sort activity and think-aloud, semi-structured interview, and/or the Test of Economic Literacy at a midsized Midwestern university. The findings indicated that secondary social studies teacher candidates have nascent economic pedagogical content knowledge and need support to foster its development. Findings also revealed that many candidates have anxiety when engaging in economics that stems from an underlying math anxiety. Key implications for social studies teacher preparation are detailed, including explicitly working with candidates to develop their economic literacy and economic reasoning, and better supporting candidates during their required economics coursework.