Exploring the Methods, Foci, and Findings of Research on Elementary Social Studies Methods Courses

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Toward Critical and Reflexive Elementary Social Studies Education (Table 8)

Abstract

Methods courses can impact the pedagogies and rationales preservice teachers planning and pedagogies; thus, research on elementary social studies methods courses (ESSMCs) could improve elementary social studies teaching. To support improved teaching, inform future research, and strengthen the research base for ESSMCs, we used scoping methodology to examine 36 articles about ESSMCs published between 1991 and 2021. While prior scholarship characterized research on social studies methods courses as “particularistic and unsystematic” (Adler, 2008), our systematic review found four broad themes in extant scholarship: challenges of teaching ESSMCs (n=25), preservice teachers attitudes (n=20), visions for powerful social studies (n=18), and interdisciplinary instruction (n=11). We identify sub-themes and implications for further scholarship in ESSMCs.

Authors

• Sara Harvel, University of Connecticut

• Thomas H. Levine, University of Connecticut