From Boring to the Sublime: Elementary Teacher Candidates’ Memories and Perspectives of Social Studies Education

Abstract

Through the lens of elementary teaching candidates in Brantford, Ontario, Canada, this study investigates memories and perspectives of elementary Social Studies education. Primary source data include 149 journal entries and academic discourse from in-class journal sharing and discussion. Hence, this study is theoretically rooted in reflective practice (phenomenology) and
traditional qualitative inquiry by using a richly descriptive end product. Results are consistent with literature in the field and can be categorized into two principal segments: (a) the majority of teacher candidates who exhibited negative memories of Social Studies, or no memories at all, both suggesting mundane and uneventful experiences; and (b) the minority of teacher candidates who had positive Social Studies experiences rooted in student-centered and collaborative group learning. Lastly, this article ends with a philosophical discussion that aims to elaborate on the overall results of the study, as well as comments on the current and future status of Social Studies education.