Lesson study in historical inquiry: Teachers working across rural communities

被引：5

作者：

Halvorsen, Anne-Lise ^{[1
]}

Harris, Lauren McArthur ^{[2
]}

Doornbos, Linda ^{[3
]}

Missias, Matthew T. ^{[4
]}

机构：

[1] Michigan State Univ, Dept Teacher Educ, Erickson Hall,620 Farm Lane,Room 359, E Lansing, MI 48824 USA

[2] Arizona State Univ, Mary Lou Fulton Teachers Coll, Sch Hist Philosoph & Religious Studies, Tempe, AZ USA

[3] Oakland Univ, Teacher Dev & Educ Studies, Rochester, MI 48063 USA

[4] Grand Valley State Univ, Integrat Religious & Intercultural Studies Dept, Allendale, MI 49401 USA

来源：

TEACHING AND TEACHER EDUCATION | 2021年 / 97卷

关键词：

Lesson study; History instruction; Historical inquiry; Communities of practice; Professional development; PROFESSIONAL-DEVELOPMENT; IMPACT;

D O I：

10.1016/j.tate.2020.103206

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study focuses on the experiences of teachers in rural settings who participated in a professional development (PD) program centered on teaching historical inquiry of one's local community. The PD approaches included lesson study using communities of practice. Participants' study lessons reflected principles of historical inquiry; however, of the dimensions assessed, lessons were relatively weak in developing compelling questions. Participants found lesson study to be effective and appreciated being part of communities of practice across different school sites but found the school contextual differences and geographical distances sites logistically challenging. We conclude by discussing implications for policy and teacher education. (C) 2020 Elsevier Ltd. All rights reserved.

引用

页数：12

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