The disciplinary and critical divide in social studies teacher education research: A review of the literature from 2009–2019

Should Government Agencies Be Trusted? Developing Students’ Civic Narrative Competence Through Social Science Education

“…This enquiry focused on social and political trust, and the roles of government agencies in a democracy were used as practical examples. As a methodological choice, the enquiry approach appeared to be particularly relevant because it has been common in research focusing on disciplinary and life-world aspects of social science education (Jay, 2022).…”

“…However, the two approaches emphasize either the life world, or the disciplines, as the most important arena for social science education. For Jay (2022), this divide is central to social studies education, and he argues that it can be described as "an ongoing schism " (p. 354). Bridging this divide is not a question of methodology but should rather be seen as a theoretical challenge.…”

“…In social science educational research, the relationship, and possible tensions, between the domains of the life world and the scientific disciplines has been widely debated (Englund, 2006; Jay, 2022; Mason & Metzger, 2012). To simplify somewhat, two primary approaches to the question of how these domains might be integrated can be identified.…”

Straight to the Sources: Analyzing Elementary Preservice Teacher Planning for Inquiry

“…The C3 framework is well-suited to the context of elementary teacher preparation because it encompasses content and skills from across disciplines of social studies (Cuenca, 2021). Further, it attempts to encapsulate priorities from across the field of social studies education “by naming content knowledge, disciplinary inquiry, and social responsibility and informed action as distinct standards of equal importance” (Jay, 2022). As of 2017, the C3 Framework was referenced in learning standards or frameworks of 23 U.S. states (Hansen et al, 2018).…”

Guest editorial: Rethinking in-service social studies teacher professional development in polarizing times

“…Similar concerns have been emphasized in reviews of the research on social studies-specific PD (Suh and Johnson, n.d.). Jay (2022) noted that limited inquiries focus on social studies-specific PD or how such experiences impact teacher pedagogical practice or student learning; in fact, van Hover and Hicks (2018) observed that the literature on social studies-specific PD differs in scale and lacks a clear delineation or interconnectivity of such experiences. The knowns associated with effective social studies-specific PD include teacher perceptions of the value and importance of a social studies-oriented PD experience (e.g., Meuwissen, 2017; Passe and Fitchett, 2013) and the impact of history-oriented federal grants such as the those from Teaching American History (e.g., Kallemeyn et al ., 2013) has on teachers and learners (Suh and Johnson, n.d.).…”