Early preservice teachers' development of social studies inquiry projects
Social Studies Research and Practice
ISSN: 1933-5415
Article publication date: 25 August 2023
Issue publication date: 29 November 2023
Abstract
Purpose
Preservice teachers (PSTs) typically have few opportunities to observe social studies instruction in PSTs' elementary field placements. To practice effective integration as a pathway to include more social studies instruction, PSTs developed a unit plan based on inquiry during an undergraduate methods course. The purpose of this study was to explore what scaffolds were effective in PSTs' development of social studies inquiry projects.
Design/methodology/approach
The author used a multiple case study approach, examining initial submissions, feedback and resubmissions as PSTs developed PSTs' inquiry projects. The data were analyzed with an eye on PSTs' ability to plan a unit according to the four dimensions of the C3 Framework's inquiry arc (National Council for the Social Studies [NCSS], 2013).
Findings
The author analyzed data related to PSTs’ area of highest need from PSTs' initial submissions: staging the task, formative tasks and resources. PSTs were able to develop inquiry projects after being supported in their (1) organization, (2) clarity, (3) alignment and (4) developmental appropriateness.
Originality/value
This study shows that novice teachers can create high-quality social studies learning experiences in elementary school when provided appropriate supports (in this case, feedback about organization, clarity, alignment and developmental appropriateness). With the tools to develop such projects, new teachers may be able to increase the amount of social studies taught in elementary classrooms.
Keywords
Citation
McParker, M.C. (2023), "Early preservice teachers' development of social studies inquiry projects", Social Studies Research and Practice, Vol. 18 No. 3, pp. 242-267. https://doi.org/10.1108/SSRP-02-2023-0013
Publisher
:Emerald Publishing Limited
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