A Longitudinal Study of Beginning Social Studies Teachers and Critical Historical Inquiry

• In Event: Critical and Historic Thinking in Social Studies Teacher Education and Development

Abstract

Researchers used an interpretative case study to examine the beliefs and practices of five social studies teachers related to critical historical inquiry. They collected interview, observation, and classroom artifact data over a four-year period from teacher preparation to their third year in the classroom. Using critical theory as the frame, this study found that the teachers implemented varying amounts of critical historical inquiry with school context having influence on their success or lack thereof. Teachers who held stronger equity-oriented dispositions were more likely to be successful at implementing critical historical inquiry. If a teacher had a more extensive level of multicultural content knowledge, they were more likely to successfully implement critical historical inquiry.

Authors

• Christopher C. Martell, University of Massachusetts - Boston

• Rob Martinelle, Boston University

• Jennifer Chalmers-Curren, Boston University