The purpose of this study is to provide descriptive portraits of how two elementary teacher candidates incorporated historical photographs when teaching history. In an effort to construct new knowledge in the field of elementary social studies teacher education, an examination into their planning, implementation, and reflection was investigated. The sources of data for this study include the copies of lesson plans and materials, formal observations and field notes of the teacher candidates teaching their lesson, and their reflections. Two descriptive snapshots of practice are presented in the discussion section to provide insight into possible connections between what instructors teach in social studies methods courses and what is actually going on in the teacher candidates field placements.
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