Understanding what teachers gain from professional development at historic sites
| Autor: | Hyeyoung Bang, Hanadi Shatara, Christine Baron, Sherri Sklarwitz |
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| Rok vydání: | 2018 |
| Předmět: | |
| Zdroj: | Theory & Research in Social Education. 47:76-107 |
| ISSN: | 2163-1654 0093-3104 |
| Popis: | Despite decades of formal work with teachers, little is known about what they gain from professional development at and with historic sites. This article presents the first data-set from a 3-year Institute for Museum and Library Services National Leadership Grant project designed to develop a broad-based assessment for understanding what teachers learn in historic site-based professional development. The centerpiece of this project is an assessment tool based in Q methodology. This round of study focuses on the pre-post Q sorts and interviews of 29 teachers in a history-focused institute regarding how they see their work at historic sites affecting their professional development. Contrary to advocates’ assertions, results indicate that only a small number of participants specifically set out to seek historical disciplinary expertise and analysis, while greater emphasis was placed on working with content-area peers, developing pedagogical practices, and the power of place. |
| Databáze: | OpenAIRE |
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