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Inquiry as a Compass: Revising a Social Studies Education Program around Questions, Tasks, and Sources

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Bibliographic Details
Title: Inquiry as a Compass: Revising a Social Studies Education Program around Questions, Tasks, and Sources
Language: English
Authors: Kathy Swan, Ryan M. Crowley (ORCID 0000-0002-8501-8861), Gerry Swan
Source: Teacher Educator. 2025 60(1):104-116.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Preservice Teacher Education, Social Studies, Active Learning, Inquiry, Questioning Techniques, Student Teacher Supervisors, Student Teacher Evaluation, Curriculum Development, Educational Change, Classroom Observation Techniques, Lesson Observation Criteria, Task Analysis, Program Effectiveness
Geographic Terms: Kentucky (Lexington)
DOI: 10.1080/08878730.2024.2418859
ISSN: 0887-8730
Abstract: In response to national and state trends promoting inquiry-based social studies over the last decade, social studies teacher educators at the University of Kentucky revamped their pre-service program to create alignment around the key inquiry concepts of questions, tasks, and sources. Part of the program revision involved the creation of a new observation instrument to assess students during their field experiences. Drawing from four years of data from the instrument, the authors discuss what the observational data reveals about the strengths and weaknesses of their students' inquiry practices as well as what the data suggests about program coherence between university coursework and field experiences.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1456343
Database: ERIC
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Description
Abstract:In response to national and state trends promoting inquiry-based social studies over the last decade, social studies teacher educators at the University of Kentucky revamped their pre-service program to create alignment around the key inquiry concepts of questions, tasks, and sources. Part of the program revision involved the creation of a new observation instrument to assess students during their field experiences. Drawing from four years of data from the instrument, the authors discuss what the observational data reveals about the strengths and weaknesses of their students' inquiry practices as well as what the data suggests about program coherence between university coursework and field experiences.
ISSN:0887-8730
DOI:10.1080/08878730.2024.2418859