A longitudinal study of beginning elementary teachers’ beliefs and inquiry-based practices in the history classroom

ABSTRACT

This article reports the results of a six-year longitudinal interpretative case study on the development of five elementary teachers’ beliefs and practices related to historical inquiry. Using activity theory as the lens, the researcher found: (1) the teachers’ conceptual tools remained relatively consistent over time, and they believed inquiry was the instructional method best aligned with their beliefs; (2) although the teachers occasionally used historical inquiry, it did not become a regular part of their practice; and (3) the teachers described their school contexts and a lack of practical tools as major barriers to implementing inquiry-based instruction. This study highlights the need for more support and time for inquiry-based history instruction at the elementary level.

KEYWORDS:

• History education
• elementary education
• professional learning
• inquiry-based instruction
• longitudinal studies

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Christopher C. Martell

Christopher C. Martell is an Associate Professor of Social Studies Education at the University of Massachusetts Boston. He researches teacher education across the career-span, with a specific focus on social justice pedagogy and inquiry-based instruction in the history classroom.