The De-Emphasis on Social Studies in Elementary Schools: Teacher Candidate Perspective

  • Amy J Good University of North Carolina Charlotte
  • Tina Heafner UNC-Charlotte
  • Tracy Rock UNC-Charlotte
  • Katherine A. O'Connor East Carolina University
  • Jeff Passe Towson University
  • Scott Waring University of Central Florida
  • Sandra Byrd UNC-Asheville
Keywords: Social Studies, Elementary, Teacher Preparation, Marginalization, Instructional Time, Integration, Social Studies Instruction


The de-valuing of social studies is becoming prevalent as schools shift emphasis to other subjects addressing national and state accountability. The teacher candidate perspective is presented from an original study regarding the de-emphasis of social studies in elementary schools (Author, et al, 2006). Data were gathered by teacher candidates during their clinical experiences, from five teacher preparation programs in North Carolina. Teacher candidates recognized difficulty in finding instructional time for the entire curriculum, conveyed social studies is de-valued in the elementary curriculum, stated integration is important to social studies instruction, and recognized it is their responsibility social studies is taught.