Longitudinal Study of Beginning Elementary Teachers Beliefs and Inquiry-Based Practices in History

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  In Roundtable Session: Expanding Notions of Teacher Preparation

Abstract

This longitudinal interpretative case study examined the beliefs and practices related to historical inquiry of six elementary teachers from their teacher preparation through their third year in the classroom. This study found: (1) The teachers’ personal definitions of constructivist learning remained relatively consistent over time and they believed inquiry as the instructional method best aligned with those beliefs. (2) Although the teachers occasionally used historical inquiry, it did not become a regular part of their practice. (3) The teachers described a lack of social studies time, age-appropriate resources, and content knowledge as major barriers. This study highlights the need for more support and time for inquiry-based history instruction at the elementary level.

Author

• Christopher C. Martell, Boston University