کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6559642 | 1422627 | 2018 | 11 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Promoting second-order historical domain knowledge through recursive and collaborative professional development
ترجمه فارسی عنوان
ترویج دانش دوم دامنه تاریخی از طریق توسعه حرفه ای بازگشتی و همکاری
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کلمات کلیدی
مطالعه درس توسعه حرفه ای، دانش حوزه تاریخی،
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
چکیده انگلیسی
This paper describes a thirteen-month, Lesson Study-type professional development project that sought to form and support a community of in-service social studies teachers who could design and implement lessons informed by second-order historical domain knowledge. Here, the researcher reports on the experiences of a subgroup of participants, three secondary history teachers, as they planned, taught, revised, and re-taught a collaborative research lesson. The teachers increasingly incorporated second-order historical domain knowledge into their respective practice: facilitating students׳ use of historical photographs as evidence to begin to answer a compelling question. Findings also suggest the teachers began to effectively support students׳ abilities to make claims about the past. Implications include: the foregrounding of compelling questions during planning, and the need for explicit guidance to help teachers analyze student work products.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: The Journal of Social Studies Research - Volume 42, Issue 3, July 2018, Pages 287-297
Journal: The Journal of Social Studies Research - Volume 42, Issue 3, July 2018, Pages 287-297
نویسندگان
Cory Callahan,