Teacher education remains a significant issue affecting the quality of geography instruction in the United States. Teachers’ self-efficacy has been identified as a crucial factor for improving teacher education and promoting educational reform. This study intended to develop a better understanding of the relationships between teacher education programs and secondary history/social studies teachers’ self-efficacy regarding teaching geography, and other demographic factors that could be a possible influence on geography teachers’ self-efficacy. A quantitative research methodology was employed to measure geography teacher efficacy and to explore factors that influence geography teachers’ efficacy in order to identify ways in which preservice and in-service education might better prepare geography teachers. The instrument, the Geography Teaching Belief Instrument (GTEBI), used for data collection was an online survey that was modified from a Science Teaching Efficacy Belief Instrument (STEBI_A) to assess secondary history/social studies teachers’ perceptions of their self-efficacy in geography teaching. Data were gathered from secondary history/social teachers in Virginia. Critical influential factors, geography-related conferences (p<.014), approved teacher licensure education programs (p<.038), and years of teaching experience in geography (p<.004) were found to have a statistically significant relationship with personal geography teaching efficacy. Only the factor, years of teaching experience in geography (p<.002), was found to have a significant relationship with geography teaching outcome expectancy. Findings could result in better teacher education programs for secondary history/social studies teachers in geography teaching and lead to more effective curriculum and instructional practices in teaching geography, thus benefiting student achievement.

Teachers and children who were in schools on September 11, 2001 harbor unique, personal, and accessible memories of the events that occurred that Tuesday morning. Educational research has attended to this (inter)national crisis in a multitude of ways, yet there exists a gap in the literature that attends to how today’s preservice teachers remember the crisis through the lens of citizenship. To add complexity, adolescents who were in classrooms on September 11 are now adults, and some are studying to be teachers. This dissertation study aims to highlight how preservice teachers remember 9/11, how they understand citizenship, and how they plan to teach about 9/11 as an historical event to elementary students. This study presents the findings of a qualitative instrumental case study of five elementary preservice teachers’ memories of September 11, 2001 as experienced as adolescents in school. The author investigates how the preservice teachers’ memories intersect with understandings of citizenship, and how the young teachers plan to teach about 9/11 in an elementary social studies setting. Preservice teachers in the study participated in two interviews and one think-aloud lesson planning session with the researcher. Data analysis indicate the preservice teachers’ understandings of citizenship are still evolving, yet the crisis of 9/11 further complicates—or interrupts—more critical notions of citizenship. The participants’ memories of 9/11 are vivid and include reactions of their classmates and teachers. When participants were asked to create a lesson plan for elementary students, they felt overwhelmed by the amount of resources on the topic, and that they did not know enough about 9/11 to teach about it effectively. Findings suggest the singular understandings of citizenship held by participants are temporal and contextual. During a time of crisis—and specifically during and following 9/11—citizens succumbed to more belligerent notions of citizenship, and later, their memories contribute to their still evolving teacher identities. Drawing from their own civic understandings and memories of 9/11, four of the five preservice teacher participants planned to use their lessons about 9/11 to teach children how citizens come together in a time of crisis. One participant chose to design a week-long unit of instruction that allows students to examine the events of 9/11 in more critical ways. Finally, the study raises questions about the drastic range of possibilities in teaching 9/11 in elementary school, and exposes how teachers choose to include and exclude certain images, narratives, and accounts from the story. / text

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Syftet med föregående undersökning är att öka kunskapen om hur samhällskunskapslärare inkluderar nyanlända elever i undervisningen samt vilka utmaningar som finns i arbetet med detta. Genom en kvalitativ forskningsintervju med fem grundskollärare i årskurs 4–6 har data samlats in och kategoriserats utifrån tre teman som är följande: Betydande faktorer för inkluderingsprocessen, didaktiskt förhållningssätt och läroplan samt vikten av nyanlända elevers tidigare bakgrund och erfarenheter.   Resultatet av undersökningen visar att det finns flera utmaningar men även möjligheter i  arbetet med nyanlända elever i samhällkunskapsundervisningen. Inkludering är ett omtalat  begrepp vilket innebär att många uppfattar inkludering på skilda sätt. Detta påverkar givetvis undervisningens utformande. Men för att lyckas med inkluderingsproccsen framför samhällskunskapslärare olika strategier och verktyg som de anser vara viktiga. Tydlighet, användning av tidigare erfarenheter, repetition, diskussioner, grupparbeten, jämförelser, visualiseringsverktyg och samarbeten med CFL och modersmålslärare är de huvudsakliga verktygen. De svårigheter som lyfts fram i studien är bristande språkkunskaper, tidigare skolbakgrund och erfarenheter, socioekonomisk bakgrund, kulturkrockar samt samhällskunskapens abstrakta och komplexa innehåll. Även om samhällskunskapsämnet är ett brett ämne betonar samtliga samhällskunskapslärare att ämnet är viktigt eftersom de hjälper och vägleder de nyanlända eleverna att vara delaktiga i den nya kontext de nu befinner sig i. Avslutningsvis har resultatet analyserats utifrån tidigare forskning och det interkulturella perspektivet. / The purpose of the previous study is to increase the knowledge of how social science teachers include newly arrived pupils in the teaching and the challenges that are present in this work. Through a qualitative research interview with primary school teachers in grades 4–6, data has been collected. Collected data has been categorized based on three themes that are the following: Significant factors for the inclusion process, didactic approach and curriculum as well as the importance of newly arrived pupils previous background and experiences.   The results of the survey show that there are many challenges, but also opportunities in working with newly arrived pupils in social science subject. Inclusion is a well-known concept, which means that many perceive inclusion in different ways. This obviously affects the design of the teaching. But in order to succeed with the inclusion process the social science teachers emphasizes different strategies and tools they consider as important. Clarity, repetition, discussions, group work, comparisons, visualization tools and collaborations with CFL and mother tongue teachers are the main tools. The difficulties highlighted in the study are lack of language skills, previous school background and experiences, socio-economic background, cultural clashes, and the abstract and complex content of social studies. Although the subject of social science is a broad subject I the social science teachers emphasizes that the subject is important because they help and guide the newly arrived pupils to be included in the new context they apart of. In summary, the result has been analyzed from previous research and the intercultural perspective.

Vårt syfte med denna kunskapsöversikt är att sammanställa vad forskningen säger om hur SO-lärare kan anpassa sin undervisning för elever som inte har svenska som modersmål. Vi har därför använt oss av specifika databaser som är anpassade efter att söka efter vetenskapliga texter och som gav oss betydelsefulla resultat. Det resulterade i att vi främst fann granskade vetenskapliga artiklar, men även några digitala medier som är relevanta för vår frågeställning. Resultatet av vår kunskapsöversikt, tyder på att lärare kan göra mycket för att främja andraspråkselevers utveckling och välbefinnande. Lärarens förhållningssätt och medkänsla är väsentlig för att ha en inkluderande lärmiljö. Det i sin tur leder till förbättrade relationer i klassrummet, vilket också kan kopplas till att läraren enklare kan undersöka elevernas bakgrunder och erfarenheter. Med hänsyn därtill kan läraren anpassa sin SO-undervisning. Det finns en del hinder och problematik, men vi hoppas kunna tillämpa acklimatiseringarna som krävs i vårt framtida yrke, samtidigt som vi hoppas att fler lärare och lärarstudenter överväger sina anpassningar efter andraspråkselevers behov.

The school has an anti-racist mission where teachers, especially social studies teachers, have a central role. Previous research shows, however, that the school often lacks in counteracting racism, which raises questions about how teachers see racism as a phenomenon and school as an anti-racist place. There is a lack of knowledge about how social studies teachers perceive the anti-racist work and whether and, in such cases, how they implement anti-racism within the framework of social science teaching. The purpose of this study was therefore to investigate social studies teachers' perceptions of and implementation of an anti-racist mission in upper secondary school. This was done through five semi-structured interviews which were analyzed with Michael Lipsky's (2010) theory of grassroots bureaucracy which is supplemented by Gert Biesta and Sarah Robinson's (2015) theory of cultural and structural factors, Nicholas Abercrombie, Stephen Hill &amp; Brian Turners (2006) definitions of individual and structural racism and Emma Arnebacks (2012) identified courses of action against racism. The results show that no teacher has an explicit anti-racist attitude, but they perceive the task as aimed at counteracting students 'tendencies to express "problematic" thoughts or opinions, which is a description of purpose that is influenced by teachers' understanding of racism as an individual phenomenon. The attitude to the assignment is positive, but it is perceived to be fraught with challenges that arise partly because of a perceived limited scope for action, and partly because of the teachers believing that there is a measure of anti-racism in the teaching. The teachers also perceive the social studies teacher's special role in an anti-racist assignment partly negatively as it is described as becoming a workload. Criticism is directed at a deficient teacher education that structurally limits the anti-racist work as they feel that it has to a low degree equipped them with competence in racism despite the subject's special relevance, and partly because the entire teacher education was not characterized by this which could even the workload. The teachers believe that they implement the anti-racist mission, and the courses of action are mediating, democratizing, and partly relationally characterized where concrete strategies in social studies are to provide knowledge and practice critical reflection in the students. Important knowledge is mainly about democracy and human rights, and an important skill is critical thinking. The study's conclusions are that social studies teachers do not perceive the school as an explicit anti-racist place, but rather in an implicit way. The fact that the mission is not explicitly carried out can mean that anti-racism is lacking when knowledge of racism is limited, especially when a structural reflexivity is lacking. Although teachers may neglect different expressions of racism in school, the implementation is still often consistent with the curricula's formulations of the anti-racist mission.

The study was conducted in Norrbottens County. The purpose with the study was to examine which way social studie teachers interpret and convert economy education. How do social studie teachers teach economy in social science? How for content do teacher choose to focus in economy section in social sciene subject and the choice or emphasis about the content in education: national economy or personal fiance or something else? Which factors lies as basis for teachers to convert economy education in different ways, one choice that could lead to students getting varied education? The theory that is used in the study is factor theoretical perspective and the research approach is deductive. The method that is used in the essay is a qualitative individual interview with a mix of open questions and half standardise questions and the study is a case study. Six teachers was interviewed in upper secondary school. The result of the study the teachers believes that in the economy part of social studies that regulatory documents controls the shape, what they evaluting after and pervade the teaching profession as a entirety. Which made the formulation arena to have a increased influence then transformation arena. That means that the teachers autonomy to interpret have decreased when teachers follows the regulatory documents stricter. / Studien genomfördes i Norrbottens län. Syftet med studien är att undersöka på vilket sätt samhällskunskapslärare tolkar och omvandlar ekonomiundervisningen. Vad undervisar samhällskunskapslärare om i samhällskunskap när det gäller ekonomi? Vilket innehåll väljer lärarna att fokusera på inom ekonomidelen av samhällskunskapsämnet, det vill säga valet av eller betoningen på själva innehållet i undervisningen: samhällsekonomi eller privatekonomi eller någonting annat? Vilka faktorer ligger till grund för att lärarna omsätter ekonomiundervisningen på olika sätt, val som i sin tur kan leda till att eleverna får varierande undervisning? Den teori som används i studien är ramfaktorperspektiv och forskningsansatsen är deduktiv. Metoden som används i uppsatsen är kvalitativa enskilda intervjuer med en blandning av öppna frågor och halvstandardiserade frågor och studien är en fallstudie. Sex lärare från gymnasiet intervjuades. I resultatet av studien anser lärarna att inom den ekonomiska delen av samhällskunskap så styr styrdokumenten utformningen gällande inriktningen för deras bedömning samt genomsyrar läraryrket i sin helhet. Vilket innebär att formuleringsarenan har fått en större påverkan än transformeringsarenan. Det innebär i sin tur att lärarnas friutrymme för tolkning har minskat när lärarna följer styrdokumenten till punkt och pricka.

Uppsatsen syfte är att öka kunskapen om vilka olika arbetssätt lärare använder för att inkludera nyanlända elever i samhällskunskapsundervisningen. Studien är en kvalitativ intervjustudie med inspiration från en fenomenologisk livsvärldsansats. Genom en kvalitativ forskningsintervju med grundskollärare i årskurs 4–6 har data samlats in och sedan kategoriserats. De tre teman som resultatet består av är: verktyg för inkludering, svårigheter vid inkludering och vikten av samhällskunskapsämnet. Studiens teoretiska utgångspunkt är sociokulturell teori och utifrån detta perspektiv har resultatet analyserats och teoretiska tolkningar har skapats. Resultatet i undersökningen visar att lärarna använder sig av flera olika verktyg för att inkludera nyanlända elever i samhällskunskapsundervisningen. Det framkommer att inkludering är ett svårtolkat begrepp som är väldigt beroende av individen vilket betyder att inkludering kan se väldigt olika ut. Samarbete med studiehandledare, ämnesövergripande arbetssätt, digitala verktyg, placering, att skapa förförståelse hos eleverna, gemenskap och samspel är alla viktiga delar i inkluderingsprocessen. I resultatet tas även svårigheter vid inkludering upp och dessa är bland annat abstrakta ämnesbegrepp, brister i svenska språket, svårigheter vid socialt samspel, missförstånd, elevernas olika erfarenheter, elevernas verklighetssyn, samhällskunskapsämnets breda innehåll och det faktum att ämnet är kontextbundet. Lärarna i studien är eniga om att samhällskunskapsämnet är en viktig del av de nyanlända elevernas inkluderingsprocess i det svenska samhället. / The purpose of this study is to increase the knowledge of different working methods teachers use to include newly arrived pupils in social studies. The study is a qualitative interview study with inspiration from a phenomenological life-world approach. Through a qualitative research interview with primary school teachers in grades 4–6, data has been collected. The collected data has been categorized based on three themes. The three themes that the result consists of are: tools for inclusion, inclusion difficulties and the importance of the social science topic. The theoretical starting point of the study is socio-cultural theory and from this perspective the result has been analyzed and theoretical interpretations have been created.   The results of the study show that teachers use several different tools to include newly arrived pupils in social studies. It appears that inclusion is a difficult-to-interpret-concept that is very dependent on the individual, which means that inclusion can look very different depending on the individual. Collaboration with study supervisors, interdisciplinary workingmethods, digital tools, placement, creating understanding of the students, community and interaction are all important parts of the inclusionprocess. The result also show difficulties with inclusion and these include abstract subject concepts, deficiencies in the Swedish language, difficulties in social interaction, misunderstandings, the students 'different experiences, the students' view of reality, the broad content of the social science subject and the fact that the subject is contextual. The teachers in the study agree that the subject of social studies is an important part of the newly arrived pupils' inclusionprocess in Swedish society.

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