Search results for: History
Page 1/3 21 items
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.
Updated: Oct. 27, 2020
Preparing Pre-service History Teachers for Organizing Inquiry-Based Learning: The Effects of an Introductory Training Program
This study examines the effects of a pre-service teacher training on inquiry-based learning (IBL) in history education. This training consisted of a workshop and an assignment that required student teachers to prepare and implement an IBL activity during their teaching internship. The findings reveal that student teachers found the workshop valuable, and afterwards felt significantly more capable to organize IBL activities in the classroom. The authors found that the workshop was also able to convince student teachers of the value of IBL. After its ending, almost all student teachers indicated that they mainly wanted to use sources for conducting full-scale investigations, whereas, previously, about half of them had held a different opinion.
Updated: Nov. 14, 2018
This longitudinal study investigated four secondary social studies teachers, who identified as being constructivist teachers, during their student teaching practicum through their first year of teaching in the classroom. Specifically, this study focused on the relationship between the teachers’ constructivist-oriented beliefs and their use of related practices in their history classrooms. The findings showed that issues of classroom control were major barriers for the implementation of constructivist-oriented practices. Furthermore, the analysis showed that the participants had a limited development of practical tools. The author argues that although their teacher preparation program exposed them to many different types of instructional techniques and their methods course included the teaching of a model lesson to the class, the participants desired more practical tools as they entered their first year.
Updated: Nov. 06, 2018
Beginning Teachers’ Conceptual Understandings of Effective History Teaching: Examining the Change from “Subject Knowers” to “Subject Teachers”
The purpose of this study was to explore the change in preservice teachers’ conceptions of effective history teaching across a secondary history methods course in a postgraduate diploma of education program. The findings reveal that three participants out of the seven clearly indicated conceptual change and professional growth. The concept maps constructed by these participants showed that conceptual understandings were established through the use of linking arrows with accompanying linking words – in a hierarchy of concepts linked to each other to form one knowledge domain.
Updated: Sep. 27, 2017
Nurturing Independent Learning in the Undergraduate Student in History: A Faculty–Student Mentoring Experience
In this article, undergraduates and a history professor planned for and carried out research in the Belgian State Archives in an attempt to answer the call from the Boyer Commission’s seminal report that identified the need for meaningful undergraduate research opportunities in the American higher education system. The authors identified two sets of goals for this project; one set for the students and one set for the professor. The authors conclude that the experience was mutually beneficial to the students and the faculty member, and it acknowledges mentoring as a meaningful pedagogy for higher education and undergraduate archival research.
Updated: Nov. 30, 2016
Still Missing? History Chapters in Introductory Early Childhood Education Textbooks From the 1990s to the 2010s
In this article, the authors compare history chapters in recent introductory early childhood education textbooks with those from an earlier study (Prochner, 1998). As in the original analysis, this examination focused on four aspects of the chapters: the rationale for the study of history, the dominant story of the history, the facts of the history, and the perspective on early childhood education history.
Updated: Nov. 27, 2016
Cultural–Historical Activity Theory Perspectives on Constructing ICT-Mediated Metaphors of Teaching and Learning
Drawing on cultural historical activity theory (CHAT), this study explores ways of using information and communication technology (ICT) tools in pre-service teacher education to enhance and mediate the construction of metaphors of teaching and learning. The analysis revealed that ICT-mediated metaphors provided a unique opportunity for pre-service teachers to interact with teacher educators and peers.
Updated: Jun. 14, 2015
Learning Other People’s History: Pre-service Teachers’ Developing African American Historical Knowledge
This article examined the development of three social studies pre-service teachers’ African American history knowledge. The participants were engaged in a rigorous summer reading program dedicated to learning African American history. This qualitative case study examined both pre and post interpretations of African American history and discussed the varied ways the subject was interpreted by the pre-service teachers. The findings indicated that the reading program influenced African American history knowledge both positively and negatively.
Updated: Mar. 15, 2015
Learning to Open Up History for Students: Preservice Teachers’ Emerging Pedagogical Content Knowledge
This article investigates the ways in which novices construct tasks that demand students’ interpretive and evidence-based thinking in history. This article also examines novices’ capacity to attend to and create space for their students’ interpretive and evidence-based thinking when taught to do so in their methods coursework. The author focuses on three case studies of preservice history teachers. By the end of the year, only one student emphasized both interpretive and evidence-based thinking, while the second student emphasized interpretive thinking, and the third student emphasized neither.
Updated: Nov. 20, 2013
Preservice Social Studies Teachers’ Historical Thinking and Digitized Primary Sources: What They Use and Why
In this qualitative case study the authors explored secondary social studies preservice teachers’ abilities to discern the digitized primary resources available to them for historical thinking instruction. The results revealed that two themes emerged from the initial data analysis: First, the preservice teachers were able to identify and rationalize an importance of digitized primary source websites in teaching the social studies. Second, the pedagogical knowledge preservice teachers held regarding historical thinking was made apparent through their evaluation of the website’s historical thinking task. The authors used the teacher cognition scholarship of Shulman in order to suggest that the preservice teachers’ enumerated knowledge sources are vital in tracing teachers' decisions.
Updated: Oct. 01, 2013