What Teachers Retain From Historic Site-Based Professional Development

Autor:	Hanadi Shatara, Hyeyoung Bang, Christine Baron, Sherri Sklarwitz
Rok vydání:	2019
Předmět:	Learning environment 05 social sciences Professional development Place-based education 050401 social sciences methods 050301 education Social studies Historic site Education 0504 sociology Pedagogy Sociology Faculty development 0503 education
Zdroj:	Journal of Teacher Education. 71:392-408
ISSN:	1552-7816 0022-4871
Popis:	Using a broad-based assessment for understanding what teachers learn in historic site-based professional development (HSBPD), this study follows 29 teachers from a HSBPD at Thomas Jefferson’s Monticello to see how their work at historic sites affected their practice upon return to their classrooms. Influenced by the Interconnected Model of Teacher Growth and Complexity theory, this study considers the complex outcomes of teachers as individuals, professionals, and learners in communities of practice. Results explore a range of outcomes related to content, pedagogical content knowledge, working with peers, interactions with the historic site, and a willingness to reconsider historical information. The discussion offers a consideration of the network of HSBPDs as a cumulative system and the ways in which teachers’ on-site work can deepen our understanding of working with complex historical sources and make larger curricular changes.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::ff83aa6f9046de215c093785a0799cf6 https://doi.org/10.1177/0022487119841889 Zobrazit plný text záznamu