TY - JOUR
T1 - Informing, transforming, inquiring
T2 - Approaches to elementary social studies in methods course syllabi
AU - Schroeder, Stephanie
AU - Murray-Everett, Natasha C.
AU - Gates, Jacob
AU - Shear, Sarah B.
N1 - Publisher Copyright:
© 2020
PY - 2021/4
Y1 - 2021/4
N2 - This study investigated approaches to the elementary social studies methods syllabus from instructors of courses across the United States. Using qualitative content analysis, we explored 48 methods syllabi using a deductive framework of Information Based Systems of education, Transformation Based Systems of Education, and Inquiry Based Systems of education. Ultimately, we determined that over half (n = 27) of the collected syllabi reflected an Information Based System of education meant to prepare students for certification, lesson and unit planning, and best practice social studies instruction. Fewer (n = 14) prepared pre-service teachers to challenge official knowledge and position social studies instruction within socio-political realities of students and fewer still prepared pre-service teachers to center inquiry-based instruction guided by the C3 Framework (n = 11). We position these findings within dominant trends in elementary social studies scholarship and conclude that too few methods courses reflect the scholarly trend toward transformative, justice-oriented, or inquiry-based elementary social studies.
AB - This study investigated approaches to the elementary social studies methods syllabus from instructors of courses across the United States. Using qualitative content analysis, we explored 48 methods syllabi using a deductive framework of Information Based Systems of education, Transformation Based Systems of Education, and Inquiry Based Systems of education. Ultimately, we determined that over half (n = 27) of the collected syllabi reflected an Information Based System of education meant to prepare students for certification, lesson and unit planning, and best practice social studies instruction. Fewer (n = 14) prepared pre-service teachers to challenge official knowledge and position social studies instruction within socio-political realities of students and fewer still prepared pre-service teachers to center inquiry-based instruction guided by the C3 Framework (n = 11). We position these findings within dominant trends in elementary social studies scholarship and conclude that too few methods courses reflect the scholarly trend toward transformative, justice-oriented, or inquiry-based elementary social studies.
UR - http://www.scopus.com/inward/record.url?scp=85089104558&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85089104558&partnerID=8YFLogxK
U2 - 10.1016/j.jssr.2020.07.001
DO - 10.1016/j.jssr.2020.07.001
M3 - Article
AN - SCOPUS:85089104558
SN - 0885-985X
VL - 45
SP - 102
EP - 117
JO - Journal of Social Studies Research
JF - Journal of Social Studies Research
IS - 2
ER -