Becoming and Remaining (Un)Critical: A Longitudinal Study of Beginning History Teachers

Abstract

In this study, researchers used a longitudinal multisite qualitative cross-case study to examine the beliefs and practices of five beginning teachers related to critical historical inquiry. They collected interview, observation, and classroom artifact data over a 5-year period, from teacher preparation through the teachers’ 4th year in the classroom. Using critical theory as the frame, the researchers found that the beginning history teachers tended to move along two pedagogical continuums: one related to the criticality of content and the other related to didactic- or inquiry- based instruction. Teachers were more successful in engaging in critical historical inquiry practices if they had well-developed conceptual and practice tools and had opportunities to teach within school contexts that supported the use of critical historical inquiry.