Recursive, Collaborative Professional Development Featuring Digitized Primary Sources and Second-Order Historical Domain Knowledge

ID: 50606 Type: Full Paper
  1. Cory Callahan, The University of Alabama, United States

Thursday, March 9 1:45 PM-2:15 PM

No presider for this session.

This study contributes to the growing number of investigations offering explanations for why teacher-support is routinely ineffectual and suggests ways to provide substantive collaborative support for in-service teachers. I explore whether a dynamic professional development program help teachers develop professional teaching knowledge for historical domain knowledge?


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