Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6559642 | The Journal of Social Studies Research | 2018 | 11 Pages |
Abstract
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.
Keywords
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Cory Callahan,