Middle School Geography Teachers' Experiences in Inquiry-Based Professional Development Centered Around Historical Photographs

• In Event: Millennium Hotel Roundtable Session 6
  In Roundtable Session: Identity Development and Humanities Instruction

Abstract

I explore whether a collaborative and recursive professional development program can help middle school geography teachers develop second-order historical domain knowledge. This study contributes to the growing number of investigations that offer explanations for why teacher-support is often ineffective. I suggest ways to substantively support in-service social studies teachers.

Author

• Cory Callahan, The University of Alabama