Engaging Pre-Service Social Studies Teachers in Local History Study Experiences

In this study, we explored how an inquiry-based local history study approach provided new perspectives for pre-service social studies teachers. The participants consisted of 23 pre-service social studies teachers enrolled in a social studies teaching program at a university in Türkiye. We collected data using open-ended reflective forms at three stages- pre-visit, during the visit, and post-visit, and analyzed the data using thematic analysis. Our findings evealed that the local history study not only enhanced participants’ national consciousness and affection for their homeland but also deepened their understanding of cultural heritage, fostering a stronger emotional connection with their community’s history through empathy. Additionally, participants reported experiencing a sense of freedom and creativity through actively engaging in fieldwork, while also improving their social skills through peer collaboration and feedback. These findings indicate that pre-service social studies teachers’ experiences contributed to their evolving professional habits, which they perceived as valuable for their future teaching practices.