Struggling to Use Inquiry: A Six-Year Longitudinal Study of History Teachers

• In Event: 16.055 - Interrogating Practices and Purposes of History Education

Abstract

This longitudinal interpretative case study examined the constructivist beliefs and related inquiry-based practices of three secondary history teachers from their teacher preparation through their fifth year or exit from the classroom. This study found: (1) The teachers’ personal definitions of constructivism evolved over time and they believed inquiry to be aligned with those beliefs. (2) Although the teachers occasionally used historical inquiry, it did not become a regular part of their practice. (3) The teachers described struggles using it with students, a lack of professional opportunities to help develop their inquiry-based pedagogy, and few opportunities share and collaborate with peers. This study highlights the need for more support around inquiry-based pedagogy in the early years of teaching.

Author

• Christopher C. Martell, Boston University