ERIC Number: EJ1434748
Record Type: Journal
Publication Date: 2024-Aug
Pages: 37
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0002-8312
EISSN: EISSN-1935-1011
Becoming and Remaining (Un)Critical: A Longitudinal Study of Beginning History Teachers
Christopher C. Martell; Rob Martinelle; Jennifer P. Chalmers
American Educational Research Journal, v61 n4 p687-723 2024
In this study, researchers used a longitudinal multisite qualitative cross-case study to examine the beliefs and practices of five beginning teachers related to critical historical inquiry. They collected interview, observation, and classroom artifact data over a 5-year period, from teacher preparation through the teachers' 4th year in the classroom. Using critical theory as the frame, the researchers found that the beginning history teachers tended to move along two pedagogical continuums: one related to the criticality of content and the other related to didactic- or inquiry- based instruction. Teachers were more successful in engaging in critical historical inquiry practices if they had well-developed conceptual and practice tools and had opportunities to teach within school contexts that supported the use of critical historical inquiry.
Descriptors: Longitudinal Studies, Beginning Teachers, History Instruction, Social Studies, Critical Theory, Teaching Styles, Educational Practices, Active Learning, Inquiry
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A