Permission granted: professional development to promote social studies content integration

Abstract

Purpose

In this article, the authors, a university elementary social studies methods faculty member and a district social studies supervisor, discuss the creation of sustained professional development (PD) for elementary teachers on integrated social studies instruction.

Design/methodology/approach

The authors detail the development of a PD sequence that included two 45-minute whole-group PD sessions and two days of individual and small-group school-day coaching for each school in the district. The ultimate goal of this PD was to provide the classroom teachers with the pedagogical content knowledge to meaningfully integrate social studies and English language arts (ELA) in their classrooms.

Findings

The collaboration between the university faculty member and the district administrator allowed for the development of meaningful, sustained PD for the classroom teachers.

Originality/value

This work has implications related to the development of PD to integrate social studies and ELA for university faculty working with teachers in school-based settings and for school administrators seeking to provide more PD for their teachers.

Citation

Brant, C.A.R. and Stanger, R. (2023), "Permission granted: professional development to promote social studies content integration", Social Studies Research and Practice, Vol. 18 No. 2, pp. 137-150. https://doi.org/10.1108/SSRP-01-2023-0001