Embracing Our Narratives: Impacts of Teacher Professional Development at an African American Historic Site

• In Event: Novel Approaches to Teacher Learning

Abstract

Although many educators engage in professional developments offered by historic sites, scholars have only recently begun investigating what educators gain from attending these educational programs. Furthermore, no research has explored the impact of historic site-based professional development centered on local African American history. Grounded in a critical approach to place-based education (McInerney, Smyth, & Down, 2011), this mixed methods study investigates how historic site-based teacher professional development focused on local African American history impacts teacher learning and classroom practice. The findings indicate that by learning about local African American history, teachers gained a more complex understanding of Black history, racism past and present, and their community which in turn informs their teaching practice.

Authors

• Kimalee Cottrell Dickerson, University of Virginia

• Andrea Douglas, Jefferson School African American Heritage Center

• Sherry Bryant