Graduation Term
2020
Degree Name
Doctor of Philosophy (PhD)
Department
Department of Educational Administration and Foundations: Educational Administration
Committee Chair
Elizabeth Lugg
Abstract
137 Pages
Teachers are the key to shifting the way learning happens in the classroom. However, teachers are not always skilled in inquiry, critical thinking, and historical impact. Teaching with primary sources provides a context from which to educate preservice teachers in these essential skills. This dissertation focuses on the nature of primary source instruction in preparing preservice teachers to teach social sciences at the K-8 level. This qualitative study explores education methods professors’ practices for educating preservice teachers to use primary sources in their classroom instruction. Social Science methods professors in Illinois were observed, interviewed and an analysis of their syllabus was conducted to determine effective instructional practices using primary sources. There are limited studies that explore practices of methods professors to include primary sources and the nature of their use in their curricula. This study will attempt to add to the higher education literature about the nature of primary source instruction in social science methods courses and begin the conversation about a Primary Source Instructional Framework that emerged from this research data.
KEYWORDS: primary sources; secondary sources; primary source instruction; inquiry; preservice education; methods courses
Access Type
Dissertation-Open Access
Recommended Citation
Bee, Judith Loraine, "The Nature of Primary Source Instruction in Social Science Methods Courses" (2020). Theses and Dissertations. 1318.
https://ir.library.illinoisstate.edu/etd/1318
DOI
https://doi.org/10.30707/ETD2020.20210208070731109285.99
Included in
Curriculum and Instruction Commons, Liberal Studies Commons, Teacher Education and Professional Development Commons