The National Council for the Social Studies (NCSS) recommends using the C3 Framework and the Inquiry Design Model (IDM) in social studies teaching and learning. In this study, we examined middle school teachers’ inquirypractices and how teacher education and professional development (PD) influence their pedagogical content knowledge of C3 and IDM. Using a collective case study, we analyzed seven middle-grade social studies classrooms, teachers, students, and curricular resources in a Midwestern public school. Findings indicate that a lack of effective teacher training and ongoing professional development hinders inquiry practices in middle-grade classrooms. Consequently, teachers felt hesitant and uncomfortable using the IDM due to classroom challenges. Additionally, some teachers were unfamiliar with the C3 and IDM, while others knew of them but did not recall or implement them. Teachers expressed a strong interest in professional development that provides practical, hands-on training in C3 and IDM. The implications for teachers and teacher education are discussed.
Dwomoh et al. (Sat,) studied this question.