Collaborative Inquiry Into Historical Inquiry With Preservice Teachers: California's Indigenous Origins

• In Event: AERA Roundtable Session 2
  In Roundtable Session: Reimagining Social Studies Teacher Education Through Critical Engagement

Abstract

Despite calls for infusion of inquiry-based disciplinary skills beginning with the youngest learners (NCSS, 2013; CDE, 2017), elementary social studies is far more likely to be information-based than transformative or inquiry-based if it is taught at all (Schroder, Murray-Everett, Gates, & Shear 2020). Teachers are not always prepared to engage in inquiry, and are even more rarely prepared to facilitate inquiry with their own learners (Barton & Levstik, 2003). In this study we utilized faculty collaborative inquiry to investigate undergraduate students’ history inquiries in order to understand how “doing history” promoted new content learning as well as the development of history specific pedagogical practices.

Authors

• Lisa H. Bennett, California State University - Fresno

• Daniel Cady, California State University - Fresno

• Christina Macias, California State University, Fresno