Ambitious Teaching: A Study of Elementary Teachers' Perspectives on History Content–Based Professional Development and Social Studies Instruction

• In Event: Teacher Orientations: Praxis and Pedagogies of Critical History Teachers

Abstract

The purpose of this study is to ascertain perspectives from pre-service and in-service elementary teachers can foster ambitious social studies instruction through offering history content-based professional development opportunities. Major findings show that pre-service and in-service teachers’ participation in this professional development highlighted that the ambitious teaching framework can be effective in fostering content knowledge that can be taught in elementary grades that aligns with curricular skills as outlined in state standards. Recommendations for future studies include colleges of education partnering with districts and local educational agencies when offering professional development opportunities that provide resources on how teachers can facilitate conversations about current events and historical content in elementary social studies and history instruction.

Author

• Katherine Perrotta, Mercer University