Professional Development and the Place of Teacher Content Knowledge: A Case of Teaching School Desegregation

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

Abstract

This study investigates content knowledge specific for teaching school desegregation. Data sources include pre and post-surveys and lesson plans generated by participants who attended Landmarks of American History and Culture Workshops funded by National Endowment for the Humanities in 2015 and 2017. Research questions include: In what ways have participants' knowledge and beliefs about Brown changed after the workshop? What are recurring tasks and problems of teaching Brown and school desegregation? What historical knowledge, skills and sensibilities are required to manage these tasks? Data were analyzed through quantitative and qualitative content analysis. Findings suggest teacher content knowledge grew in the four dimensions of chronological reasoning, causation, perspectives and historical sources although teacher knowledge was not conclusively reflected in their lessons.

Authors

• Yonghee Suh, Old Dominion University

• Brian J. Daugherity, Virginia Commonwealth University