ORCID
0000-0003-1532-713X
Abstract
The purpose of this survey research was to examine the perspectives of K–12 classroom teachers about their knowledge of social change concepts and their confidence in implementing these into their existing curriculum. A questionnaire was used to (a) examine the perspectives of K–12 classroom teachers about the knowledge, skills, and resources they need to implement social change concepts into their teaching and (b) define areas of social change that teachers struggle to implement in K–12 classrooms. We employed Wilcoxen signed rank tests to determine if differences existed between what teachers reported they knew and their confidence in integrating 11 social change issues and their self-reported comfort level integrating those issues into a classroom. Findings showed that teachers are concerned about social change issues, as most of the 199 participants listed issues about race and digital literacy among the top issues needing to be integrated into K–12 curriculum. Open-ended responses were open-coded and indicated that teachers have social change knowledge but may lack the training and support from the administration to successfully integrate these issues into their teaching.
Included in
Curriculum and Instruction Commons, Other Teacher Education and Professional Development Commons
