Using Scaffolded Lesson Study to Encourage Professional Teaching Knowledge Among Elementary Social Studies Teachers

• In Event: Poster Session 9
  In Poster Session: Research in Social Studies Education

Abstract

This mixed-methods study explored the use of scaffolded lesson study to develop professional teaching knowledge for problem-based historical inquiry among three 4th grade social studies teachers. After exploring variations in participating teachers’ adoption of professional teaching knowledge, we suggest reasons for those variations including: deference to professional authorities, concern with students’ prior knowledge, idiosyncratic views of teaching and learning, and comfort with risk-taking. Our findings suggest lesson study can be used to cultivate professional teaching knowledge for problem-based historical inquiry among elementary teachers but that transfer of that knowledge to normal classroom instruction is fraught with challenges. We discuss the implications of our findings for elementary social studies teaching and professional development and for civic education more broadly.

Authors

• James B. Howell, The University of Southern Mississippi

• John W. Saye, Auburn University