Proposing Core Practices for Social Studies Teacher Education: A Qualitative Content Analysis of Inquiry-Based Lessons

Abstract

As states, school districts, and teachers continue to adopt the inquiry-based principles of the College, Career, and Civic (C3) Framework, social studies teacher education must engage in a concomitant instructional shift to focus its efforts on preparing inquiry-based educators. One possible approach is to organize social studies teacher education around core practices. In this study, I attempt to surface the core practices found in social studies classrooms through a qualitative content analysis of the lessons using the Inquiry Design Model (IDM), an instructional design process based on the elements of the C3 Framework. Seven core practices to organize social studies teacher education are proposed: (a) establishing social studies academic language, (b) helping students recognize the interdisciplinary nature of social studies phenomena, (c) using interpretive questions, (d) helping students organize inquiries, (e) connecting inquiries to students’ lives, (f) structuring opportunities for discussion, and (g) extending inquiry into the civic lives of students.

Exploring Sustainable Development Goals and Moral Values in the Oxford Social Studies Textbooks for Primary Classes

“…Even these elements of sustainable development were able to score the highest frequencies that were set by the researchers. These findings were in line with the findings of the research conducted by Cuenca (2021). These findings also revealed that most of the portion of the social studies curriculum is composed of elements like diversity and integrity.…”

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

“…Developing preservice teachers' ability to engage in lesson design and teaching is the focus of many teacher preparation programs. These efforts support preservice teachers' understanding and implementation of social studies' core practices (Cuenca, 2021). 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.…”

Discovery-Technique-Based Teaching in Secondary Vocational Education

“…Význam vzdelávania a prípravy učiteľov potvrdzujú mnohí súčasní autori ako napr. Cuenca (2021), Blanchard et al (2008), Cipkova & Karolcik (2018) a ďalší.…”