Secondary Social Studies Teaching Competencies as Perceived by Student-Teachers, Instructors, and Administrators in Thailand Page: 24
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24
placed with cooperating teachers who had a major in social
studies and who had demonstrated identified teaching
competencies; and (b) universities should provide a regular
inservice program for cooperating teachers relative to
plans, goals, and philosophies of the teacher education
program. Furthermore, the suggestions from Henderson's
(1978) research highlight the idea that more cooperative
teachers should be involved in the preservice program, and
be responsible for the practical, how-to-do-it aspects of
this instruction as a part of student teaching (p. 290).
In 1982, the California Council for the Social Studies
suggested guidelines for the professional education of
social studies teachers in California's colleges and
universities. These guideline were an attempt to assist
school boards and school administrators in setting standards
for the social studies teachers in their schools. These
guidelines were also designed for social studies teachers as
they continually try to improve teaching performance in the
social studies educational field. The guidelines consisted
of four sections. The first section focused on the
importance of a well-planned undergraduate program, careful
screening of candidates of social studies teaching, and
adequate preparation for professional study. Section 2
emphasized the creation of optimal conditions for teaching
and learning which include employment and assignment, class
load and size, academic freedom, and support for
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Kamonkan Witayangkoon. Secondary Social Studies Teaching Competencies as Perceived by Student-Teachers, Instructors, and Administrators in Thailand, dissertation, August 1990; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc330774/m1/32/: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .