The Constraints of Using Nontraditional Teaching Procedures in Teaching Social Studies

Abstract

The study aimed at identifying the constraints that prevent
teachers from using nontraditional teaching procedures in teaching
social studies. To achieve this aim, semi-structured interviews were
conducted with 40 social studies teachers. The data obtained from the
interviews were analyzed using the grounded theory approach (Glaser
and Strauss, 1967). Teachers’ responses were grouped into four main
categories, some of which were subcategorized. Each of the
categories and sub categories represent one of the constraints which
were related to: (1) classroom management; (2) teachers, (3)
learners, (4) and the nature of the social studies content knowledge.
The personal reflections on the most persuasive and powerful
constraints were presented.