Case Study of Rural Social Studies Teachers’ Pedagogical Decision Making

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Teaching in Rural Schools: Perceptions, Practice, and Professional Development (Table 10)

Abstract

This case study focuses on interviews with three rural social studies teachers in Michigan to learn more about rural teachers’ perceptions of their communities, perceived responsibilities as social studies teachers, and how both their perceptions and responsibilities impact their pedagogical decision making. Findings reveal that these teachers’ perceptions largely paralleled (1) pre-conceived notions that pre-service teachers often hold about rural schools and (2) pedagogical goals set by many non-rural social studies teachers. Findings also revealed the power of place-based pedagogy in helping social studies teachers to support rural students in making connections between content and their lived experiences and illuminated a need for research comparing rural teachers’ perceptions and responsibilities with those of various community members.

Author

• Al Wood, Michigan State University