Reference no: EM134708 , Length: 58

Engaging with Socio - constructivism: Social Studies Preservice Teachers Learning and Using Historical Thinking in Contemporary Classrooms

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Graduate Program: Curriculum and Instruction, degree program - Curriculum Studies

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This dissertation focuses on socio constructivist pedagogy as it is manifest in the experiences and understanding by secondary social studies pre-service teachers engaging in the practice of historical reasoning during their apprentice teaching semester. The means by which they facilitate historical thinking as a socio constructivist id in diverse classrooms and the resulting successes, negotiations, hesitations is of primary interest in this case study. Additional, the intricate circumstances of modern schools and starting teachers provide context in this qualitative case study conducted from an interpretive epistemological perspective.