A successful professional development program in history: What matters?
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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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Journal ArticleDOI
Theorizing Historical Consciousness
TL;DR: In this paper, Seixas and Torpey discuss the relationship between history education and historical awareness, and present a theoretical framework for comparing history education with historical knowledge and historical distance.
Journal ArticleDOI
A new framework for teachers’ professional development
TL;DR: In this article, a working framework for optimal teacher professional development (PD) is proposed, based on assessment, research scale, duration, comprehensiveness, dissemination, context, support and control, and collaboration.
Dissertation
Investigating Teachers’ and Educational Leaders’ Perceptions and Practices on the Effectiveness of a Teacher-led Professional Development Model in Abu Dhabi Private Schools
TL;DR: In this paper, the authors investigated educators' perceptions of the value of teacher-led professional development (TLPD), and explored their notions on its impactful instructional benefits, and found that teachers perceive TLPD to be effective for: 1) collaboration; 2) meeting school-wide priorities; 3) building leadership capacity; 4) creating professional learning communities; thus, consolidating effective school leadership.
Journal ArticleDOI
English as a foreign language teachers’ professional success in the Chinese context: The effects of well-being and emotion regulation
Jian Fan,Yongliang Wang +1 more
TL;DR: Wang et al. as mentioned in this paper inspected the role of well-being and emotion regulation in Chinese EFL teachers' professional success and found a strong, favorable connection between wellbeing, emotion regulation, and professional success.
References
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Book
Theorizing historical consciousness
TL;DR: In this paper, Seixas and Torpey discuss the relationship between history education and historical awareness, and present a theoretical framework for comparing history education with historical knowledge and historical distance.
Journal ArticleDOI
Developing a ‘big picture’: Effects of collaborative construction of multimodal representations in history
TL;DR: In this paper, the authors compared the learning outcomes of pupils who co-constructed textual representations, visual-textual representations, or visual textual representations integrated in a timeline.
Journal ArticleDOI
The understanding of historical time in the primary history curriculum in England and the Netherlands
TL;DR: In this paper, a comparison of the English and the Dutch primary history curriculum regarding the understanding of historical time is made, focusing on the question "What age would be appropriate to start a subject in primary school?" The authors emphasize that exposure to different learning processes is more important than pupils' age and maturity.
Journal ArticleDOI
Improving Teaching and Teachers: A “Generative Dance”?
TL;DR: In this paper, the authors set up a choice between improving teaching and improving teaching as a collective practice, which is crucially important and too often ignored. But setting up the choice between teaching and learning is difficult.