Action Research and the Professional Knowledge of Novice and Experienced Social Studies Teachers

• In Event: Teacher Education and Teacher Professional Development in the Social Studies

Abstract

In this study we analyze action research projects of pre- and in-service middle and secondary social studies teachers, comparing them to the projects of their colleagues who teach other subjects. We sought to better understand the professional knowledge of pre- and in-service social studies teachers and identify opportunities to improve the action research process for social studies teachers. The initial findings from our study reveal marked differences between social studies and non-social studies teachers’ action research projects in terms of project purpose and application of integrated professional knowledge. We also observed differences in project outcome by assignment structure, suggesting that purposeful modifications of action research processes by social studies teachers may produce greater gains in professional knowledge and classroom practice.

Authors

• Thomas C. Hammond, Lehigh University

• Meghan McGlinn Manfra, North Carolina State University