Promoting Second-Order Historical Domain Knowledge Through Professional Development That Features Recursive, Lesson Study–Type Collaboration

• In Event: 52.084 - Roundtable Session 20
  In Roundtable Session: 52.084-4 - Reimagining Social Science Learning

Abstract

This study contributes to the growing number of investigations offering explanations for why teacher-support is routinely ineffectual and suggests ways to provide substantive collaborative support for in-service teachers. I explore whether a dynamic professional development program help teachers develop professional teaching knowledge for historical domain knowledge?

Author

• Cory Callahan, The University of Alabama