Implementing Teacher Professionalism in Education: A Systematic Literature Review on Social Studies Learning through the Inquiry Approach

Rika arsi fazrina

Abstract


Social Studies education at the elementary level plays an important role in developing responsible citizenship, while the successful implementation of inquiry-based learning depends on teacher professionalism. This systematic literature review examines the relationship between teacher professionalism and inquiry-based Social Studies instruction, addressing two questions: (1) what professional competencies and dispositions teachers need to implement inquiry effectively, and (2) what outcomes and challenges are reported in empirical studies. Following a PRISMA-informed protocol, a Scopus search conducted on 28 November 2025 identified 507 records, with 18 empirical studies meeting the eligibility criteria after screening. Thematic synthesis showed that teachers' professional identity, constructivist beliefs, and self-efficacy support inquiry implementation, while sustained professional development improves pedagogical content knowledge. However, designing compelling and appropriately scaffolded inquiry questions remains a key challenge, especially in elementary education. Limitations include the use of a single database, single-reviewer screening, and the exclusion of non-English/non-Indonesian and non-indexed literature.

Keywords


Elementary School ; Inquiry Approach ; Social Studies Learning ; Systematic Literature Review ; Teacher Professionalis

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DOI: https://doi.org/10.17509/jpis.v35i1.94723

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