Understanding what teachers gain from professional development at historic sites

• Christine Baron ^[4] ; Sherri Sklarwitz ^[1] ; Hyeyoung Bang ^[2] ; Hanadi Shatara ^[3]
  1. [1] Tufts University

     Tufts University

     City of Medford, Estados Unidos

     
  2. [2] Bowling Green State University

     Bowling Green State University

     City of Bowling Green, Estados Unidos

     
  3. [3] Columbia University

     Columbia University

     Estados Unidos

     
  4. [4] Teachers College

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• Localización: Theory and research in social education, ISSN 0093-3104, Vol. 47, Vol. 1, 2019, págs. 76-107
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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.