A successful professional development program in history: What matters?. (October 2018)

• Record Type: Journal Article
• Authors: de Groot-Reuvekamp, Marjan; Ros, Anje; van Boxtel, Carla
• Is Part Of: Teaching and teacher education. Volume 75(2018)
• Page Start: 290
• Page End: 301
• Publication Date: 2018-10
• Subjects: Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2018.07.005
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This study focuses on 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. The PDP was carried out with 16 elementary school teachers in grades 2 (ages 7-8) and 5 (ages 10-11). Results indicate that the highest student learning gains were reached by teachers who successfully implemented the instructional behavior aimed at, while using educative curriculum materials. The clear structure of Timewise and the user-friendly materials, which included room for autonomy, supported teachers in their learning and teaching. Highlights: A PDP with timelines showed significant student learning gains in history. Educative curriculum materials contributed to the success of the PDP. Feelings of autonomy and competence stimulated teachers' intrinsic motivation. Teachers' beliefs and attitudes changed during the PDP. Teachers' instructional behavior appeared to relate to student learning gains.