A study of elementary teacher’s perspectives on professional development for social studies

Abstract

PurposeThe purpose of this study is to ascertain perspectives from pre-service and in-service elementary teachers about challenges they face when teaching social studies, and how their participation in a content-based professional development opportunity can support their preparedness for social studies instruction. Five speakers who were experts in topics such as Native American history, historical preservation, women's history and the Constitution were featured at this workshop.Design/methodology/approachCase study methodology with both descriptive and explanatory data collection and analysis methods, which were inclusive of surveys and focus group sessions, was implemented. The National Council for the Social Studies (2017) Powerful and Authentic Social Studies framework was applied in order to examine whether elementary in-service and pre-service teachers participation in this content-focused professional development impacted their preparedness to teach social studies.FindingsMajor findings show that content-specific professional development can support pre-service and in-service elementary teachers' preparation to teach social studies through analysis of historical topics and contemporary issues, as well as mitigate challenges with regard to limited time dedicated to social studies instruction.Originality/valueIn light of the Senate's debate on passing the Educating for Democracy Act concerning funding for civics and history education, the originality of this study highlights the continued need for scholarship on how partnerships between colleges of education, school districts and local educational agencies to provide content-focused professional development can support elementary teachers' ambitious social studies instruction, which can foster greater understandings of historical content and civic participation in democratic society.

Instruction: examining elementary preservice teachers' self-efficacy for designing inquiry

“…Results from this study contribute to research on social studies PSTs' beliefs by providing insight that elementary social studies preservice teachers (PSTs) are learning to teach in professional programs via different lesson design self-efficacies. Existing findings suggest that PSTs intentionally identify and reflect on their capabilities in designing lessons to shape inquiry learning in teacher preparation programs (Gallagher and Tschida, 2022; Perrotta, 2021). The current study demonstrates that PSTs' lesson design self-efficacy beliefs, specifically, their beliefs about lesson design competence, lesson design disposition and lesson design practices, may be indicators to understanding, conceptualizing and measuring PSTs' learning of inquiry methods.…”

“…Studies have linked PSTs' exposure to inquiry methods to a host of positive learning outcomes, including the ability to curate inquiry-based activities in planning and teaching lessons (Gallagher and Tschida, 2022; Lim et al. , 2018; Marino and Crocco, 2020; Martell, 2020; Perrotta, 2021; Thacker et al ., 2018b). These studies assert that an experience in inquiry methods helps PSTs develop social studies discipline-specific content knowledge, self-efficacy and skills in inquiry methods.…”

“…Initial instruction in inquiry methods helped PSTs develop capabilities for inquiry methods. Moreover, when PSTs reflect on their ability during inquiry planning and teaching, they increase their self-understanding, recognize their actual strengths for inquiry methods and identify areas needing further growth (Marino and Crocco, 2020; Perrotta, 2021). Due to instruction on inquiry methods in teacher preparation programs, PSTs improve their sense of ability and develop skills to frame questions, engage with sources, recognize affordances in learning activities and capitalize on student discourse to drive inquiry instruction (Marino and Crocco, 2020).…”

Stuck in a box: Elementary teacher education students’ perspectives of the impact of edTPA on social studies instruction

“…The speakers included an education outreach specialist from a museum who presented on Native America and forced removal, the president of a local historical society who spoke about historical preservation of an African American cemetery, a history professor who discussed historical contextualization of Confederate monuments, a history professor who addressed women’s history and conservation, and a law enforcement officer who talked about the color of the law and Bill of Rights. Participants were provided with a book on the history of the state, a book with primary documents pertinent to state history, and a packet that included a list of the state elementary social studies standards and C3 Framework Inquiry Design Model Blueprint Templates as a means to promote enduring connections between the content that they learned during the workshop to how they could teach this content (Perrotta, 2021).…”

Permission granted: professional development to promote social studies content integration

“…What literature exists on in-service teacher? PD in the social studies suggests that effective social studies PD involves the "deliberate, intentional, and meaningful analysis of content that is couched in academic rigor, active and engaged learning, integrated studies of the subject areas of the social studies, and reflection of the diverse perspectives of historical figures and people living in contemporary society" (Perrotta, 2021). From their study with pre-service teachers, Shifflet and Hunt (2019) suggested three implications that can be applied to social studies PD with practicing teachers.…”