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It reviews benefits and challenges of primary-source instruction and argues that the dominant barrier is pedagogical rather than pragmatic. Teacher identity emerges as shaped by individual experience, teacher training, and socio-cultural discourses tied to nationalism. 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After a brief review of the benefits and challenges of using primary sources in the  \nclassroom, the author concludes that the more pervasive challenge to using  \nprimary sources is pedagogical rather than pragmatic, and that pedagogy is  \nintrinsically linked to teacher identity formation. The literature suggests that the construct of teacher identity is influenced by many factors, from individual experience and teacher training, to socio cultural discourses relating to  \nnationalism. The article concludes with a variety of suggestions of ways in which teacher educators can promote both reflective pre service teaching, and encourage wider use of primary sources in social studies classrooms as an  \neffective pedagogical strategy in an increasingly global society.  \nIntroduction  \nSocial studies education in Canada is a complex interweaving of history, economics, geography, and politics, grounded in notions of citizenship. As a result, social studies teachers must regularly deal with issues of identity and values, on both an individual and societal level. Everyday social studies classrooms delve into topics that are, or have the potential tobe, controversial in nature. Though ministries of education can standardize curriculum documents and resources, each teacher, as an individual being, brings a unique set of life experiences to his or her classroom. This individuality impacts a teacher's philosophical beliefs, and ultimately, the pedagogical approaches used in their classroom. We often refer to this construct as teacher identity. While there is a substantial body of literature relating to the general construct of teacher identity, there is surprisingly little research into the specific notion of teacher identity relating to the field of social studies. However, the literature that does exist suggests that the construct of teacher identity is influenced by many factors, from individual experience and teacher training, to socio cultural discourses relating to  \nnationalism.  \nAs a former teacher, and in my current role as a museum educator, I have been especially interested in the various ways in which teachers use primary sources in social studies education. In the past, many teachers I have spoken with informally suggest that lack of access to archival documents or historical objects have prevented their frequent use in the classroom. New technologies, such as the Internet, allow museums today to provide access to an unprecedented number of archival and photographic sources. However, increased access still has not resulted in their universal use in classrooms. It follows that the more pervasive challenge to using primary sources is pedagogical rather than pragmatic. Research shows us that primary sources have tremendous potential to help students develop critical thinking skills and to understand the complexity of historical interpretation (Lee, 2001; Cox & Barrow, 2000; Seixas, 1998) . They also have the potential to spark ambiguity, and even controversy, in the social studies classroom. As a result, some teachers feel hesitant about incorporating primary sources into their classrooms. Focussing primarily on pre service, secondary social studies teachers, in this paper I will demonstrate some of the benefits and challenges of using primary sources. I will then suggest that emerging teachers' reluctance to incorporate primary sources in the social studies classroom is a pedagog","cbCaik18wgndIcdS","https://ap.wps.com/l/cbCaik18wgndIcdS","pdf",344721,11,"English","# Embracing Ambiguity in the Artefacts of the Past: Teacher Identity and Pedagogy\n## Abstract\n## Introduction\n## Defining Primary Sources\n## The Benefits of Using Primary Sources","[{\"question\":\"How does the paper connect teacher identity to pedagogical choices in social studies classrooms?\",\"answer\":\"It argues that pedagogy and teacher identity are intrinsically linked, shaping how secondary social studies teachers choose to use primary sources in instruction.\"},{\"question\":\"What does the paper identify as the main challenge to using primary sources?\",\"answer\":\"It concludes that the more pervasive challenge is pedagogical rather than pragmatic, meaning teachers’ instructional approaches and identity-related factors matter more than access alone.\"},{\"question\":\"What kinds of materials count as primary sources according to the cited definition?\",\"answer\":\"Primary sources are described as documentary records or materials surviving from a historical era and contemporary or nearly contemporary with the period studied, including texts, photographs, maps, diaries, newspapers, firsthand accounts, and audio or video footage.\"}]","Canadian Social Studies - Volume 38 - Issue 3 - Spring 2004 - Special Issue: Graduate Work in Social Studies Education | PDF",1792085556,28]