Thursday, April 9
3:30-3:45 PM
EDT
Room 3 - https://tinyurl.com/room3site

“History Comes Alive”: Implications for Teacher Professional Development on Place-Based Local History

Live / Synchronous ID: 56037
  1. aaa
    Katherine L. Walters
    University of Georgia
  2. aaa
    Theodore J. Kopcha
    University of Georgia
  3. Christopher R. Lawton
    Putnam County Charter School System

Abstract: Traditional textbook approaches to history education present history as a static set of dates, names, and events to be memorized. Engaging in historical inquiry in the K-12 classroom is a way to move history education beyond the recall of facts, as it requires the assessment of evidence and the construction of historical arguments and understanding. However, engaging in historical inquiry presents challenges for both teachers and students. This study presents place-based local history as a way to engage students in meaningful historical inquiry. The goal of this study was to identify best practices when preparing inservice history teachers to use technology to engage with local history as a source of inquiry, investigation, and knowledge to support historical thinking. Using case study, we examined the experiences of two teachers who engaged in place-based local history with an academic historian over a six-month period in a rural county in the southeastern US. We then used those experiences to establish a set of design principles and implications that best support teaching practice in this area of education. These design implications may be used to create professional development programs that address the specific needs and challenges related to technology, pedagogy, and historical methodology that emerge from the process of using local history as the focus for historical inquiry.

Presider: Rhonda Christensen, University of North Texas

Topic

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