Preparing Preservice Teachers to Design Inquiry-Oriented Social Studies Instruction

• In Event: Understanding Perspectives and Experiences of Preservice and New Social Studies Teachers

Abstract

Inquiry-oriented instruction is a promising practice recommended by the National Council for the Social Studies (NCSS), but this approach is not common in elementary classrooms. One reason is the limited development of content and pedagogical knowledge supporting this type of instruction in teacher preparation programs. The study uses activity theory to examine how 29 pre-service teachers (PSTs) planned inquiries with scaffolded support as part of an elementary social studies methods course. Thematic analysis elucidates common strengths, challenges, and lessons learned. Findings from this study have the potential to support ongoing improvements to elementary teacher preparation for social studies, ultimately helping students develop the knowledge, skills, and attitudes necessary for participation in a democratic society.

Author

• Alexa Miller Quinn, James Madison University