Profiling Exemplary Social Studies Educators’ Attitudes to Adopt Inquiry

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Narratives of Place and Purpose: Exploring the Intersection of Local History and Social Studies (Table 1)

Abstract

This study explores how social studies teachers' professional identity relates to their use of inquiry-based learning (IBL). Analysis of data from 179 educators shows that higher IBL adoption is associated with high instructional efficacy, economics specialization, and strong constructivist beliefs. Three teacher groups are identified, with "Enthusiastic Inquirers" demonstrating the highest commitment and IBL use. Findings highlight the need for targeted professional development to support IBL adoption.

Author

• Chenchen Lu, Purdue University