This roundtable is less focused on current challenges related to history enrollments, state standards, and national education politics, even as we recognize these are crucial factors that shape the landscape in which we do our work. Rather, we want to do a kind of “state of the field” conversation with preservice teacher training as our focus. Several lines of questions will guide the conversation: What types of training in historical content and methods do preservice teachers already receive? What types of modes and methods have already proven effective for social studies teacher preparation, and what can we learn from them? What core elements of successful programs might be transferable, recognizing that departments of education and history vary widely in mission, capacity, and state context? Are there ways for education and history departments to collaborate more closely? Might we think about preservice teacher preparation as part of a much longer arc of an educator’s career training? If so, does professional development for teachers already on the job have to change in any way? What blueprints are being sketched now to anticipate what preservice teacher preparation will look like in the future? And what structures or collaborations are needed to build that future? Finally, is there a concrete role here for professional organizations, such as the AHA, besides convening conversations such as this one?

Our roundtable format will enable each panelist to open the conversation with some preliminary thoughts (five to ten minutes maximum), and then the moderator will facilitate conversation on the questions above. We will invite attendees to add their insights and questions, as well. Our goal is to create a mini-think tank environment, enabling panelists to share research and expertise, participants to engage that expertise, and panelists and participants together seeding the ground for further study, conversation, even collaboration.