and reflective of both the external and internal discourses which shape teacher identity, individually and collectively. Incorporating Primary Sources into Pre-service Teacher Training In terms of helping emerging teachers to embrace primary sources, there are a few key strategies that could be easily incorporated into teacher training. Ledford and Hattler (1997) suggest that pre-service teachers need increased training in the effective use of technology, so they can take advantage of on-line primary sources and promote active learning. However, this is only a very small part of the training teachers require to effectively use primary sources in the classroom. More importantly, pre-service teachers need the confidence and skills to contextualize primary sources and develop age-appropriate lessons around them. All learners, regardless of age, require time and practice to develop new skills. Pre-service teachers cannot be expected to effectively incorporate primary sources in their classrooms without repeated exposure and opportunity to learn how to effectively use such sources with students. Teacher educators must look beyond superficial field trips and consider the benefits of developing more formalized partnerships with area museums, acknowledging and utilizing the expertise held by museum education staff (Wunder, 2002; Cox & Barrow, 2000; Claire, 1996). In terms of developing their ability to use primary sources Lee (2001) also makes a series of recommendations for pre-service teacher education. He suggests that social studies methods courses must prepare emerging teachers to handle the ambiguity that can arise when a primary source contradicts an accepted interpretation of an historical event. Teachers must