Document Type
Honors Thesis
Date of Award
Spring 2024
Abstract
A large body of research shows that reading and math instruction receive significantly more time, attention, and instructional minutes than science and social studies instruction in elementary classrooms(VanFossen, 2005; Wilkens, 2009; Blank, 2013; Rosenshine, 2015). In this study, I use an autoethnographic reflective research framework to combat the challenges of science and social studies professional growth while student teaching at a rural texas elementary school that has chosen to require only math and reading instruction from their teachers. It was found that science and social studies is most easily incorporated through the existing reading and math curriculum. The autoethnographic process promoted teacher growth by highlighting areas in need of improvement and giving a platform for the preservice teacher to brainstorm ideas. The study spanned instructional from January 2024 - March 2024 in a rural Texas kindergarten classroom.
Recommended Citation
White, Grace E., "Autoethnography For Professional Growth In Science and Social Studies Pedagogy" (2024). Honors Theses. 241.
https://lair.etamu.edu/honorstheses/241
