Elementary Social Studies Methods Instructors: Exploring Their Backgrounds, Courses, Challenges, and Potential for Professional Development

• In Event: Roundtable Session 26
  In Roundtable Session: Issues in Teacher Education and Social Studies

Abstract

Research on social studies methods courses is scarce, “particularistic and unsystematic” (Adler, 1991, 211; Adler, 2012). To ground future case studies and support professional improvement, this paper reports on a study of 31 Elementary Social Studies Methods Instructors (ESSMIs) and their courses. We identify patterns and variety in educational backgrounds, course features, pedagogies, and challenges associated with teaching the methods courses. We conceptualize ESSMIs as professionals requiring particular kinds of knowledge. Most ESMMIs in our study do not have both the educational background and practical experience that provide all of this knowledge. Building on data from ESSMIs and our conceptual frame, we propose multiple means of providing professional development to improve social studies teacher preparation and elementary social studies instruction.

Authors

• Thomas H. Levine, University of Connecticut

• Cory Wright-Maley, St. Mary's University