Learning through Doing

Preservice Teacher Training in Historical Inquiry through Oral History Projects

Bibliographic Data

ID11077286
AuthorsRuth Stewart Busby (Troy University, corresponding author)
Year2011
Volume38
Issue1
Pages175-184
Publication date2011-01-01
Open AccessNo
TypeARTICLE
VenueThe Oral History Review (JOURNAL)
Journal identifiersISSN: 0094-0798 • E-ISSN: 1533-8592
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1093/ohr/ohr048
OpenAlexW2120253933
LanguageEN
Citations received3
References cited2

Due to the marginalization of social studies in the elementary school, many students are being slighted in social studies instruction resulting in deficits in content knowledge. Although rarely addressed, another unintended consequence of the marginalization of elementary social studies is the lack of preservice teachers’ exposure to exemplary instructional strategies. As a teacher educator concerned with adequately preparing preservice teachers, it was necessary to provide opportunities for them to experience exemplary social studies teaching, particularly historical inquiry, that was missing from the field settings. Collecting oral histories provides an active and personal learning experience that integrates other disciplines, an important component in today's high stakes testing environment focusing mainly on reading and math. This paper describes the rationale for choosing oral history as an instructional methodology for preservice teachers as well as the many variations of oral history projects implemented in an undergraduate social studies methods course. In addition, there are many examples of the projects that were created and a step-by-step guide describing the implementation of an oral history project.

Mathematics education · Oral history · Pedagogy · Political science · Reading (process) · Social studies · Sociology · Teacher education · Teaching method · Educator Training and Historical Pedagogy · Oral History, Memory, Narrative Analysis · Psychology

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