Learning the Teaching of History: Making Historical Thinking a Critical Event in Elementary Teacher Education

• In Event: Innovations in Preservice Teachers’ Social Studies Course Experiences

Abstract

This qualitative case study of an elementary bilingual social studies methods cohort examined how revealing the historical narrative as problematic allows elementary preservice teachers an opportunity to understand the construction of the dominant historical narrative as well as the ways in which these narratives can be constructed in more complex and inclusive ways.

Authors

• Cinthia S. Salinas, The University of Texas - Austin

• Brooke Blevins, Baylor University

• Maria E. Franquiz, University of Utah