Developing notions of place in an undergraduate elementary social studies methods course

Abstract

Purpose

Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the research question, “In what ways do classroom and field-based experiences prepare teacher candidates (TCs) to make connections between place-based education and elementary social studies education?”

Design/methodology/approach

This qualitative case study examined how elementary TCs learned about, researched, curated and created place-based social studies educational resources related to community sites. Data collection included TCs’ Pre- and Post-Course Reflections as well as Self-Evaluations, which were analyzed using an inductive approach and multiple rounds of concept coding. Several themes emerged through data analysis.

Findings

The authors organized their findings around three themes: connections (i.e. place becomes personal), immersion (i.e. learning about place to learning in place) and bridge building (i.e. local as classroom). The classroom and field-based experiences in the elementary social studies methods course informed the ways in which TCs learned about and connected to the concept of place, experienced place in a specific place (i.e. downtown Statesboro, Georgia), and reflected upon the myriad ways that they could utilize place in their future elementary social studies classrooms.

Originality/value

TCs (as well as in-service teachers and teacher educators) must become more informed, connected and committed to places within their local communities in order to consider them as resources for elementary social studies teaching and learning.

Citation

Cornett, A. and Piedmont, E. (2024), "Developing notions of place in an undergraduate elementary social studies methods course", Social Studies Research and Practice, Vol. 19 No. 2, pp. 239-256. https://doi.org/10.1108/SSRP-10-2023-0056