1

146 29 3

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Abstract There has been a great deal of discussion about the teacher education standards. In recent years,

teacher training programs in the U. S. have shifted from the acquiring of credits to showing student’s

performance and educational institutions, therefore, have developed the teacher standards which are

indicators to show their performance. For example, CCSSO’s Interstate Teacher Assessment and

Support Consortium developed the teacher standards for all teachers in 2011, InTASC Model Core Teaching Standards. Although some studies done of general teacher education standards, in Japan,

little study has been done of social studies teacher education standards. Particularly, in university

and college, it is important that how social studies teacher can be prepared is discussed. This paper

puts its focus on the draft of the standards for the preparation of social studies teacher, National Standards for the Preparation of Social Studies Teachers (NSPSST), developed by National Council

for the Social Studies (NCSS) task force in 2015.

This paper come to three conclusions. First, the composition of teacher standards in social

studies has been transferred from the form of arrangement in a row in 2002 to that of curriculum

practices of social studies teacher in 2015. Second, in contrast to the InTASC Model Core Teaching Standards, the NCSS task force designs standard 2 of the NSPSST to secure the opportunity for

aims-talk where social studies teachers deliberate authentic pedagogy and learner sequences. Third,

the NSPSST emphasize the word ‘disciplinary’ not in the sense of interdisciplinary or integrated ap-

proach but in the sense of specialized approach. This relates to the limitations of the isolated teacher

training program in some universities or colleges. To examine the development of the standards for

the preparation of social studies teacher in Japan, a further study of how social studies teacher can be

prepared should be conducted.

2

National Council for the Social Studies; NCSS

National Standards for the Preparation of Social Studies Teachers; NSPSST

NSPSST NCSS 2015 11

2017 7 NCSS

2011

Council of Chief State School Officers; CCSSO Interstate

Teacher Assessment and Support Consortium; InTASC InTASC Model Core Teaching Standards InTASC

NSPSST

NSPSST

NSPSST

NCSS

1990

1997 2002

National Council for Accreditation of Teacher

Education; NCATE Intestate New Teacher Assessment and Support Con-

sortium; INTASC National Board for Professional Teaching Standards; NBPTS

2004

2002 1

2002 NCSS

2002

20

NCSS 1994

3

2000 NCATE

INTASC

1 2002

A Thematic

B Disciplinary

C

or

INTASC

1

2

3

4

5

6

7

8

9

NCSS 2002

2002

A B

Susan Adler

Samuel Wineburg

Wineburg 2005;2006

4

Adler, Dougan, and Garcia 2005

NSPSST 2002

InTASC NSPSST InTASC CCSSO 2011

InTASC

NCSS

NSPSST

1 2 3

4 5

NSPSST 2015:4-5

NSPSST �� �

NSPSST College, Career, and Civic Life Framework for Social Studies State Standards NCSS 2013

C3 C3

CCSSO National Governors Association; NGA

2010 college career

civic life

Inquiry Arc 1

2 3

4

NSPSST C3

rigor NSPSST 2015:3

5

�NSPSST

NSPSST

Ibid.:3-4

NSPSST Council for the Accreditation

of Educator Preparation; CAEP

NSPSST

NSPSST

NSPSST

�NSPSST CAEP NCSS

1 2

3 4 5

impact 6

CAEP

preponderance of evidence

Ibid.:5

NSPSST 2

� �1

6

2 21

� � � �

1

1

GPA

2

3

1 C3

2

3

4

edTPA Task 1

edTPA Task 2

1 10 1 5

6 10

edTPA 4

2

3

4

5

1

3

5

edTPA Task 3 11 15

2

3

4

5

.

1

4

3

7

2

4

5

3

4

5

1

5

2

3

NSPSST 2015:7-18

C3

1-

2 disciplinary

C3

1- 3

1- 1

Ibid.:7

� �2

InTASC

8

civic competence

1

Ibid.:9

2 2- 1

Ibid.:10

2- 2 3 4

2- 5

Ibid.:10

� �3 InTASC CAEP

C3

3- 1 2 3 authentic assessment

authentic intellectual work

Ibid.:11

3- 4

PCK pedagogical content

knowledge

9

Ibid.:19 C3

Ibid.:12

3- 5 self-regulated learning

Ibid.:13

� �

4

Ibid.:14

cultural relevant and responsive pedagogy

Gloria Ladson-Billings

Geneva Gay

Ibid.:14

4

4- 1 2

socio-cultural assets

���

���

Ibid.:14

Ibid.:14-15

10

4- 5

4- 3

4- 4

� �5

Ibid.:17-18

5- 1

frame of reference 5-

2

5- 3

professional learning

E. Wayne Ross

Ibid.:17

C3

Ibid.:17-18 5

Ibid.:18

NSPSST

NSPSST 2015 NSPSST

11

2002 1990

NSPSST

�aims-talk

NSPSST InTASC

NSPSST InTASC Model Core

Std.1 Std.4

Std.2 Std.5

Std.7

Std.3 Std.6

Std.8

Std.4

Std.1

Std.2

Std.3

Std.5 Std.9

Std.10

InTASC

NSPSST InTASC

NSPSST

InTASC InTASC

NSPSST 2

NSPSST 2 InTASC

5 7

InTASC 4 5

4

5

CCSSO 2011:8

6 7

12

8 NSPSST 2

InTASC 7

Ibid.:9

InTASC 5

7

NSPSST 2

aims-talk InTASC

NSPSST

disciplinary NSPSST

C3

NSPSST

NSPSST 2015: 12

13

NSPSST

NSPSST

2016

2008 2009 2016

1

4 NSPSST 2

3 5 1 4

3

5 NSPSST

2016 1 2016 11 DC

CUFA College and University Faculty Assembly NCSS NCSS

Alexander Cuenca 2016

12 1

InTASC 2011 INTASC

1997 2002 NCSS

Teacher Standards 2017 3 21

2002

NCSS 2002:7-11 2008; 2009

2012

disciplinary NCSS

academic

CAEP

CAEP

CAEP

2015

NSPSST 2013 CAEP CAEP 2015

2015

impact

CAEP

14

edTPA 2015

Newmann&Associates 1996 King, Newmann, and Carmichael 2009

10 2007 2007

2007:162-163

11 NSPSST Luis C. Moll "funds of knowledge”

NSPSST 2015:20

NCSS Task Force on Teacher Education Standards. (2015). National Standards for the Preparation of Social Studies Teachers.

Website Draft. (Dec 23, 2015 2017 3 21 ) Retrieved from

www.socialstudies.org/sites/default/files/NSPSST-NCSS%20Website%20DRAFT.pdf

NCSS Task Force on Social Studies Teacher Education Standards. (1997). National Standards for Social Studies Teachers.

NCSS Task Force on Teacher Education Standards. (2002). National Standards for Social Studies Teachers. Revised.

NCSS Task Force on Social Studies Teacher Education. (1999). Program Standards for the Initial Preparation of Teachers of

Social Studies.

NCSS Teacher Education Standards Task Force. (2004). Program Standards for the Initial Preparation of Social Studies

Teachers. Revised.

NCSS/NCATE Assessment Criteria Project. (2000). Guidebook for Colleges and Universities Preparing Social Studies Teach-

ers.

Adler, Susan, Alberta Dougan, & Jesus Garcia. (2006). NCATE Has a lot to Say to Future Social Studies Teachers: A Response

to Sam Wineburg. Phi Delta Kappan, 87(5), pp.396-400.

CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC). (2011). InTASC Model Core Teaching Standards:

A Resource for State Dialogue. Washington, DC: Author.

Council for the Accreditation of Education Preparation (CAEP). (2015). CAEP Accreditation Standards.

King, M. B., Newmann, F. M., and Carmicarl, D. (2009). Authentic Intellectual Work: Common Standards for Teaching Social

Studies. Social Education, 73(1), pp.43-49.

National Council for the Social Studies. (1994). Expectations of Excellence: Curriculum Standards for Social Studies. Wash-

ington, DC: Author.

National Council for the Social Studies. (2013). College, Career, and Civic Life (C3) Framework for Social Studies State

Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History. Silver Spring, MD:

15

Author.

Newmann & Associates. (1996). Authentic Achievement: Restructuring Schools for Intellectual Quality. San Francisco:

Jossy-Bass. 2017

Wineburg, Sam. (2005). What Does NCATE Have to Say to Future History Teachers? Not Much. Phi Delta Kappan, 86(9),

pp.658-665.

(2006). A Sobering Big Idea. Phi Delta Kappan, 87(5), pp.401-402.

A 2002

2015 edTPA

Vol.1 pp.261-265

2008 NBPTS INTASC NCATE

7 pp.63-74

2009

8 pp.31-41

2004 2

18 16 2

2006

17

2012

2015 1

26

pp.12-21

A 2014

2007

2015

33 pp.39-50

2010

1998

2009

2016

24 27 B

2008 10

59 p1-23

29 5 9