Using Scaffolded Approximations of Practice to Strengthen Elementary Preservice Teachers’ Confidence for Teaching Social Studies

• In Event: Thursday Roundtable Session 12:40 pm
  In Roundtable Session: Critical and Antiracist Social Studies Practices (Table 10)

Abstract

Among several challenges to preparing elementary preservice teachers to teach content-rich, meaningful social studies are their apparent apathy and lack of content knowledge. Teacher educators must therefore be strategic about the kinds of pedagogical approaches they model and expect from students in social studies methods courses. This qualitative study draws attention to ways in which scaffolded teaching practice with peers and elementary students may bolster confidence for teaching social studies in schools where the subject is already marginalized. Efforts to increase confidence among elementary preservice teachers may lead to stronger commitments to social studies instruction for the benefit of all students.

Author

• Michelle Bauml, Texas Christian University