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  1. Epistemological Tensions in Prospective Dutch History Teachers' Beliefs about the Objectives of Secondary Education.Bjorn G. J. Wansink, Sanne F. Akkerman, Jan D. Vermunt, Jacques P. P. Haenen & Theo Wubbels - 2017 - Journal of Social Studies Research 41 (1):11-24.
    In recent decades we witnessed ongoing debates about the objectives of history education, with different underlying epistemological perspectives. This qualitative study explored prospective history teachers' beliefs about these objectives of history education. Prospective history teachers of six universities starting a teacher educational programme were invited to answer an open-ended questionnaire about history education. Six objectives were found: (1) memorising; (2) critical/explanatory; (3) constructivist; (4) perspective-taking; (5) moral; and (6) collective-identity objectives. Almost all prospective teachers mentioned several of these objectives. A (...)
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  • Using video-stimulated recall to understand the reflections of ambitious social studies teachers.Rob Martinelle - 2020 - Journal of Social Studies Research 44 (3):307-322.
    This multiple-case study sought to understand what ambitious history teachers focus their reflections on throughout a unit of study. Through video-stimulated recall methodology, reflective interviews were conducted with participants in four different schools within the same high-poverty public school district. The study built upon findings from research on ambitious teachers and found that teachers fixated on a range of problems while reflecting, among them: students” historical thinking, cultural relevant pedagogy, and their framing of history through essential questions. That the teachers (...)
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  • The pre-service practicum experience and inquiry-oriented pedagogy: Evidence from student teachers’ lesson planning.Michael P. Marino & Margaret S. Crocco - 2020 - Journal of Social Studies Research 44 (1):151-167.
    This paper addresses whether, how, and to what extent social studies student teachers who have been introduced to inquiry-oriented teaching (as manifest in the National Council for the Social Studies C3 Framework) in their secondary social studies methods course incorporate this approach into the planning for their practicum experience. Based on analysis of lesson plans used in the practicum and follow-up interviews with a small subset of student teachers, this paper analyzes the factors that promote or inhibit use of this (...)
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  • Promoting historical contextualisation in classrooms: an observational study.Tim Huijgen, Paul Holthuis, Carla van Boxtel & Wim van de Grift - 2018 - Educational Studies 45 (4):456-479.
    ABSTRACTThe aim of this observational study is to explore how history teachers promote historical contextualisation in their lessons. Historical contextualisation is the ability to situate phenomen...
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  • “We Just Followed the Lead of the Sources”: An Investigation of How Teacher Candidates Developed Critical Curriculum through Subject Matter Knowledge.Lauren Colley, Rebecca Mueller & Emma Thacker - 2021 - Journal of Social Studies Research 45 (4):253-265.
    Subject matter knowledge influences instructional decision-making, particularly for novice teachers. Moreover, teacher candidates’ abilities to create critical pedagogy is influenced by their subject matter knowledge and their opportunity to interact with critical curriculum. Using a researcher-designed task intended to develop teacher candidates’ subject matter knowledge, this qualitative action research study investigated the degree to which the task supported candidates’ critical consciousness and their selection and framing of content for an instructional unit. The findings illustrate inconsistencies in candidates’ abilities to use (...)
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