Preparing elementary school teachers for social studies instruction in the context of edTPA

Abstract

In a context of high-stakes accountability in teacher education, concerns are emerging about challenges to the already tenuous position of elementary social studies teacher education. In this case study, the author administered a survey to elementary social studies teacher educators in Georgia and conducted follow-up interviews focusing on the impact of edTPA on elementary social studies teacher education and the ways in which they are navigating the new context of teaching elementary social studies methods. The findings reveal the possibility of further decline of social studies in elementary teacher education programs due to elementary edTPA׳s singular focus on literacy and math content pedagogy along with the high-stakes nature of edTPA process. Implications for future research on edTPA and elementary social studies education are discussed.