A study of elementary teacher’s perspectives on professional development for social studies
Social Studies Research and Practice
ISSN: 1933-5415
Article publication date: 7 September 2021
Issue publication date: 8 October 2021
Abstract
Purpose
The purpose of this study is to ascertain perspectives from pre-service and in-service elementary teachers about challenges they face when teaching social studies, and how their participation in a content-based professional development opportunity can support their preparedness for social studies instruction. Five speakers who were experts in topics such as Native American history, historical preservation, women's history and the Constitution were featured at this workshop.
Design/methodology/approach
Case study methodology with both descriptive and explanatory data collection and analysis methods, which were inclusive of surveys and focus group sessions, was implemented. The National Council for the Social Studies (2017) Powerful and Authentic Social Studies framework was applied in order to examine whether elementary in-service and pre-service teachers participation in this content-focused professional development impacted their preparedness to teach social studies.
Findings
Major findings show that content-specific professional development can support pre-service and in-service elementary teachers' preparation to teach social studies through analysis of historical topics and contemporary issues, as well as mitigate challenges with regard to limited time dedicated to social studies instruction.
Originality/value
In light of the Senate's debate on passing the Educating for Democracy Act concerning funding for civics and history education, the originality of this study highlights the continued need for scholarship on how partnerships between colleges of education, school districts and local educational agencies to provide content-focused professional development can support elementary teachers' ambitious social studies instruction, which can foster greater understandings of historical content and civic participation in democratic society.
Keywords
Acknowledgements
Funding: Funding for this study was provided from a Mercer University Office of the Provost Humanities Seed Grant.
Citation
Perrotta, K. (2021), "A study of elementary teacher’s perspectives on professional development for social studies", Social Studies Research and Practice, Vol. 16 No. 2, pp. 126-143. https://doi.org/10.1108/SSRP-07-2021-0018
Publisher
:Emerald Publishing Limited
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