Preservice teachers' attitudes toward the inclusion of heritage education in elementary social studies

Cemil C. Yesilbursa, Keith C. Barton


This study explores pre-service teachers’ attitudes toward heritage education, an approach grounded in a vision of effective and creative history teaching and learning. The research was conducted at a large Midwestern university in the United States. Data were derived from both quantitative and qualitative instruments. There were initially 28 pre-service teachers, but 23 of them took the post-test and responded to the open-ended questions. Within the study, we used classroom activities and an outdoor classroom activity (namely, a field trip to a historic center) to introduce teachers to the meaning and purpose of heritage education. We found that pre-service teachers already had highly positive attitudes toward inclusion of heritage education; in addition, they found heritage places valuable and wanted to use such places as a teaching resource.


Heritage Education; Historic Places; Social Studies

Full Text:



  • There are currently no refbacks.

Creative Commons License
All articles published in JSSER are licensed under a Creative Commons Attribution 4.0 International License.

The JSSER is indexed and/or abstracted in: