Scaffolding Novices Toward Ambitious Social Studies Teaching: A Learning Progression for Enactment of Core Practices

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Scaffolding, Inquiring, and Writing: Teachers' Approaches to History Education (Table 12)

Abstract

This paper overviews the needs of novice teachers as they begin to take up ambitious history teaching, highlighting the scaffolded needs as novices build up toward more rigorous teaching. Using data from a larger longitudinal study tracing the development of nine social studies teachers from preparation into their second years in the classroom, I argue that current conceptions of teacher education need to be revised to consider the ways that different elements and experiences overlap and reinforce ambitious instruction.

Author

• William Waychunas, Bradley University