Pre-service Teachers’ Construction of Meaning: An Interpretive Qualitative Study

Abstract

This research-based article presents an interpretive qualitative study with pre-service teachers of Social Studies, who construct their ownmeanings from social-studies texts through their roots of knowledge, their shared assumptions, and the intertextuality which are collectively relatedto the core category: Habitus. Using these strategies, the pre-service teachers employ their own values, understandings and representationsof the world to construct meaning. The author of this research collected and analyzed the data through the methodology of Grounded Theory.Pre-service teachers’ artifacts and class video recordings were used as major sources to collect data over the period of one semester.