Historical Constructions: How Social Studies Student Teachers' Historical Thinking is Reflected in Their Writing of History

Abstract

Abstract How do current social studies student teachers think about and write historical narratives? This question was explored through an examination of student teachers' historical thinking, use of sources and writing. Specifically, this inquiry focused on social studies student teachers' construction of historical accounts through their use of multiple sources of information relating to the dropping of the atomic bomb on Hiroshima. Three secondary social studies student teachers provided the data for this study, and Wineburg's (1991a) research design served as a model. Each of the three cases were analyzed on the basis of certain criteria. After completing this analysis, common themes and patterns became evident among the student teachers' historical thinking and writing. Based upon the findings, serveral suggestions for improving student teachers' engagement with historical thinking and writing are posited.