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Designing for and Studying Teacher Learning: Analyzing Recent Professional Development Initiatives for Social Studies Inquiry Teaching
Fri, April 14, 2:50 to 4:20pm CDT (2:50 to 4:20pm CDT), Sheraton Grand Chicago Riverwalk, Floor: Level 4, Sheraton Ballroom IIISession Type: Symposium
Abstract
How do we conceptualize and design professional development (PD) experiences that support social studies teachers to facilitate inquiry and discussion of multiple perspectives? And, how do we know that the PD we’ve designed is any good - what research designs, data sources, and analytic approaches do we use to draw credible conclusions about teachers’ learning and the PD designs that support them? Some of the most significant funding streams available to social studies education researchers have been directed toward teacher PD. This session offers an opportunity to learn about and discuss four such initiatives, and think together about how to support social studies teachers who are learning to meet new demands. We aim to create opportunities for exploration, connection, and collaboration.
Sub Unit
Chair
Papers
The Analysis of Opportunities for Teacher Learning to Teach Difficult Histories: A Sociocultural Perspective - Yonghee Suh, Old Dominion University; Brian J. Daugherity, Virginia Commonwealth University
Using a Theory of Role Identity to Design Professional Development Around Discussion Facilitation for Social Studies Teachers - Andrew del Calvo, University of Pennsylvania; Andrew J. Schiera, University of Wisconsin - Madison; Abby Reisman, University of Pennsylvania; Tim Patterson, Temple University; Avi Kaplan, Temple University; Lightning Jay, Binghamton University - SUNY
Implementing Teacher Noticing Video Reflection to Encourage Deeper Thinking - Jada Kohlmeier, Auburn University; Terrance Joshua Lewis, Auburn University; Jesus Tirado
Learning Labs for Social Studies: Supporting Teachers Practice Through Collective Work With Students - Chauncey Monte-Sano, University of Michigan; Mary J. Schleppegrell, University of Michigan; Amanda B. Jennings, University of Michigan; Martha Epperson, University of Michigan; Logan Day Eiland, University of Michigan