Developing core practices of social studies preservice teachers through critical historical inquiry

Abstract

PurposeExamine how social studies preservice teachers conceptualize and enact critical historical inquiry.Design/methodology/approachCritical qualitative case study.FindingsDiffering conceptual understandings and had trouble infusing their practice with the critical theory learned in the university.Originality/valueExamine how a core practice is bolstering the practice-theory connection in teacher education.