Middle School Teachers’ Critical Self-Reflection to Support Critical Historical Inquiry

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Exploring Complex Identities: Historical Inquiry and Citizenship in Education (Table 6)

Abstract

This paper explores teacher engagement with a designed Critical Historical Inquiry (CHI) curriculum. We draw insights from three teachers whose conversations regularly exhibited varying degrees of critical self-reflection, an important foundation for CHI. Our findings illustrate different ways teachers may recognize their positionality and orient themselves to the content and their students. This study has implications for designing teacher-facing curricular materials and professional development that support teachers' engagement with critical self-reflection in preparation to teach through the lens of CHI.

Authors

• Sarah Day Dayon, University of Michigan

• Rebecca D’Angelo, University of Michigan

• Logan Day Eiland, University of Michigan

• Chauncey Monte-Sano, University of Michigan