An Analysis of Elementary Preservice Teachers’ Instructional Practices Using Primary Sources

• In Event: Roundtable Session 24
  In Roundtable Session: Diverse Historical Perspectives

Abstract

This study examined 48 elementary preservice teachers’ ability to plan and implement instruction using primary sources in their field-based placement. Data were collected from survey responses, teaching artifacts, and observations of their field-based teaching. The Primary Source-Based Instructional Practices (PSBIP) conceptual framework introduced by Ensminger & Fry (2012) was used as a guide for analyzing the use of primary sources as instructional tools to provide contextual corroboration of a content area, deepen students’ content understanding, and facilitate cognitive processing to achieve learning objectives. Findings identified specific strengths and weaknesses in these preservice teachers’ ability to plan and implement authentic and challenging instruction incorporating primary sources for elementary students offering insights and implications for elementary social studies methods courses.

Authors

• Theresa M. McCormick, Auburn University

• Deborah L. Morowski, Auburn University