Teaching Teachers: A Study on the Effects of Training Teachers in Historical Literacy

• In Event: 61.064 - Teacher Education and Pedagogical Content Knowledge in Teaching History

Abstract

Abstract: In an era of high stakes accountability, teachers are increasingly held responsible for ensuring that students are learning (and mastering) skills as tested on external accountability measures. Yet, a key question remains: to what extent are teachers being appropriately trained to teach these skills? This study, as part of a funded grant project designed to generate highly qualified teacher-leaders, seeks to examine the effectiveness of professional development focused on shifting teachers’ instructional practices toward a more literacy-based approach. This study involved 13 in-service teachers and measuring the impact of professional development training on improving their historical thinking skills in the field of social studies education.

Authors

• Serina A. Cinnamon, University of North Carolina at Pembroke

• Mabel O. Rivera, University of North Carolina-Pembroke