Developing core practices of social studies preservice teachers through critical historical inquiry

Abstract

Purpose

Examine how social studies preservice teachers conceptualize and enact critical historical inquiry.

Design/methodology/approach

Critical qualitative case study.

Findings

Differing conceptual understandings and had trouble infusing their practice with the critical theory learned in the university.

Originality/value

Examine how a core practice is bolstering the practice-theory connection in teacher education.

Citation

Baker, M. and Joseph, M.L. (2024), "Developing core practices of social studies preservice teachers through critical historical inquiry", Social Studies Research and Practice, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/SSRP-03-2024-0012