A successful professional development program in history: What matters?
TLDR
In this paper, a successful Professional Development Program for improving students' understanding of historical time, consisting of a training and the implementation of Timewise, a teaching approach in which timelines were used consistently, was carried out with 16 elementary school teachers in grades 2 (ages 7-8) and 5 (ages 10-11).About:
This article is published in Teaching and Teacher Education.The article was published on 2018-10-01 and is currently open access. It has received 21 citations till now. The article focuses on the topics: Curriculum & Professional development.read more
Figures
Table 1 Overview of participating schools, teachers and students. 
Fig. 2. Timeline of the PDP with the instruments that were used to answer the research questions. 
Table 6 Individual teachers' instructional behavior in observations and logs (n¼ 16). - Objectives: mean of the scores on the 5 objectives for the extent to which teachers focused on the objectives (1¼ not or only once; 2¼ repeatedly). - Students' engagement: mean of the scores to what extent teachers actively engaged students in reaching the objectives (1¼ no engagement; 2¼ active engagement). 
Table 7 Mean student learning gains resulting from the difference between pre- and post-test and the time teachers spent on Timewise and regular history lessons (n¼ 16). 
Fig. 1. Conceptual framework for studying the effects of professional development on teachers and students (Desimone, 2009, p.185). 
Table 3 Teachers' beliefs about the teaching of the understanding of historical time before and o
Citations
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Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)
TL;DR: In this article, the authors investigate the perceptions and experiences of future history and social science teachers, and find that teachers in initial training value highly or very highly the use of cultural heritage in secondary education to promote active methodologies, critical teaching of history, and the development of historical skills.
Timewise: Improving pupils' understanding of historical time in primary school
TL;DR: In this paper, a model with objectives and stages on pupils' development in the understanding of historical time, an instrument to assess pupils" development and an overview of types of problems that might arise in pupils' reasoning while placing historical phenomena in time is presented.
Journal ArticleDOI
Efectos de un programa de formación del profesorado en la motivación y satisfacción de los estudiantes de historia en enseñanza secundaria
TL;DR: In this article, a programa formativo in the especialidad de Geografia e Historia del Master de Formacion del Profesorado destinado a cambiar sus concepciones metodologicas y epistemologicas and al diseno de unidades formativas de innovacion.
Journal ArticleDOI
Effects of a teacher training program on the motivation and satisfaction of history secondary students
TL;DR: In this paper, a training program was carried out in the specialty of Geography and History of the Teacher Training Master's aimed at changing their methodological and epistemological concepts and the design of innovative training units.
References
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Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.
Richard M. Ryan,Edward L. Deci +1 more
TL;DR: Research guided by self-determination theory has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development, leading to the postulate of three innate psychological needs--competence, autonomy, and relatedness.
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Those Who Understand: Knowledge Growth in Teaching
TL;DR: In this paper, Shulman observa la historia de evaluaciones docentes, noting that the evaluación docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preoccupaba por la pedagogia.
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Toward a Conceptual Framework for Mixed-Method Evaluation Designs
TL;DR: In recent years evaluators of educational and social programs have expanded their methodological repertoire with designs that include the use of both qualitative and quantitative methods as discussed by the authors, which can be classified into three categories: qualitative, quantitative, and qualitative.
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What Makes Professional Development Effective? Results From a National Sample of Teachers
TL;DR: The authors used a large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning, and found that content knowledge, opportunities for active learning and coherence with other learning activities significantly affect teacher learning.
Journal ArticleDOI
Professional Development and Teacher Learning: Mapping the Terrain
TL;DR: Teacher professional development is essential to efforts to improve our schools and as discussed by the authors provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning and suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored.