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

  1. Cory Callahan, The University of Alabama, United States
Thursday, March 9 1:45 PM-2:15 PM Capitol B

Abstract: 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?