Degree Date

3-4-2026

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

First Advisor

Dr. Kristeen Chachage

Second Advisor

Dr. Acacia Nikoi

Third Advisor

Dr. Laura Wangsness Willemsen

Abstract

Funding and support for social studies instruction have dwindled in most public schools in the United States over the past two decades, leaving social studies teachers without high-quality curriculum materials and professional development opportunities. Without proper training, many social studies teachers are using ineffective instructional strategies and are not regularly utilizing best practices, including the facilitation of controversial conversations in the classroom. In a time when the political divide in the United States continues to increase, these skills can help strengthen American democracy in the long term. This study investigated professional development as a possible pathway to improve the facilitation of controversial conversations in social studies instruction. In this study, I facilitated self-designed professional development sessions targeting the facilitation of controversial conversations in the classroom, and analyzed teacher perceptions of the workshop and their other professional development experiences. I gathered secondary school teacher perceptions of the PD sessions using surveys, focus group discussions, and individual interviews. Survey results indicated that the PD sessions increased teachers’ confidence and willingness to facilitate controversial conversations in the classroom. In focus group discussions and individual interviews, participants spoke specifically about disappointments with past PD experiences and hopes for future PD to be more collaborative and practice-based. They also discussed the challenges of working in isolation, and the pressures of teaching social studies in a politically polarized context. Finally, they shared strategies they have used to navigate cultural norms, including building relational trust and adopting a neutral stance on controversial issues.  Recommendations for professional practice include building relationships with parents to support teachers’ pedagogical choices. Additionally, recommendations for the future of PD for social studies teachers emphasize collaboration and practical approaches. Finally, recommendations for future research underscore the importance of understanding how to better support social studies teachers in different contexts who are faced with unique challenges.

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