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

Abstract

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.