Historians, Archivists, and Museum Educators as Teacher Educators: Mentoring Preservice History Teachers at Cultural Institutes

Patterson, Timothy

doi:10.1177/0022487120920251

Cited by 10 publications

(9 citation statements)

References 65 publications

(97 reference statements)

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“…Some literary sources also describe the impact of practical work on the territory of historical places, in archives, libraries and museums on further professional teaching activity (Coddington, 2020). Much attention is paid to the activity of employees of archival and museum institutions as mentors for students and practicing teachers, revealing the prospects of cooperation between these groups of participants in the pedagogical process (Patterson, 2020). A series of articles describe specific examples of collaboration between universities and national archives (Maughan & Jane, 2020) and museums (Schuster & Grainger, 2021) in the field of training future professionals and creating a collaborative creative product.…”

Section: Literature Reviewmentioning

confidence: 99%

Local History Practice in the System of Bachelors-Historians Training: Experience and Prospects

Vovk¹,

Kudelko²

2022

JCT

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The article describes and summarizes the experience of conducting local history educational and productive practice for students of the first (bachelor's) level of education, majoring in “History and Archeology” at the School of History, V.N.Karazin Kharkiv National University (Ukraine). The authors show that the set of principles and research methods, being the basis of this investigation, ensures reliability of the analysis and representativeness of the results. A review of the latest publications on the topic confirmes its relevance and lack of development in the specialized literature. The article substantiates the important role and significance of the local history educational and productive practice for further professional activity of the future graduates. The authors explain the main approaches to the organization of this form of educational activity in traditional conditions (among such approaches – the implementation of creative projects in small groups, excursions and expeditions). The article reveals the changes that took place in the process of organizing and conducting local history educational and productive practice after the outbreak of the coronary crisis. The approaches and methods, developed for the distance passing of local history educational and productive practice, may be useful after returning to the traditional system of education. The authors, using a correlation-regression analysis of the ratio of the number of students who underwent local history educational and productive practice and the number of students – speakers at the International Local History Conference of Young Scientists, found a moderate correlation between these indicators. The article concludes that the local history educational and productive practice encourages students to further research activity in the field of local history.

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Section: Literature Reviewmentioning

confidence: 99%

Local History Practice in the System of Bachelors-Historians Training: Experience and Prospects

Vovk¹,

Kudelko²

2022

JCT

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“…The authors argue that such an approach requires MTs to reflect the expectations of the teacher preparation program as they support TCs in learning to teach. While Orland-Barak and Wang call for teacher preparation programs to inform the work of MTs, Patterson (2021) positions teacher educators as needing to learn from the mentoring that historians, archivists, and museum educators enact in cultural institutions when working with preservice history teachers. Both of these approaches call attention to the need for teacher educators to collaborate with MTs across contexts to develop shared understandings of what TCs should learn, how they should learn, and why.…”

Section: The Challenge Of Achieving Program Coherencementioning

confidence: 99%

Toward New Visions of Teacher Education: Addressing the Challenges of Program Coherence

Floden

Andrews

Jones

et al. 2020

Journal of Teacher Education

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Mentor teachers (MTs) play an integral role in the development of the TCs they commit to support (Richmond et al., 2020). Considering the challenge of program coherence, then, should also involve examining and strengthening connections between teacher preparation programs and MTs. Yet opportunities for teacher educators to gain direct insight into the mentoring and teaching practices MTs and TCs enact 976416J TEXXX10.

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“…Museums can greatly aid pupils in understanding historical events [12]. The utilization of museums as a source for historical education can be beneficial, particularly for teaching local history, as schools lack the necessary teaching materials.…”

Section: Introductionmentioning

confidence: 99%

Through Virtual Field Trip Technology Intervention, Can Museums Be a Source of Historical Learning?

Ofianto¹,

Fatimah²,

Ningsih³

2023

Advances in Social Science, Education and Humanities Research

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The only method to develop historical significance is through artifacts from the past. The museum is one place where you can research history and discover various relics from the past. Technology developments and social mobility restrictions have made it necessary for museums to exist in a virtual form that may be explored like a real field trip. Through the use of technology known as Virtual Field Trips (VFT), this study seeks to analyze the impact and effectiveness of museums as a source of historical knowledge. A quasi-experimental approach with a single group pretest-posttest design was employed for the research. A sample of 120 students from the class XI SMA Negeri 1 Padang City, out of a total population of 346, was chosen for the study using the proportional stratified random selection method. The data analysis method employed the t-test independent sample t-test to assess the impact of the museum and the N-Gain test to assess its effectiveness. The study's findings show that the museum, as a source of knowledge of history, through the use of VFT technology, has a significant impact on class XI students at SMA Padang City's historical understanding, which is supported by a significance value (Sig.) of 0.000 > 0.05. The N-Gain test revealed a 46% increase in the learning results for students. So, it was determined that the museum was effectively employed by high school students as a source of historical knowledge with the help of Virtual Field Trip technology.

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Historians, Archivists, and Museum Educators as Teacher Educators: Mentoring Preservice History Teachers at Cultural Institutes

Cited by 10 publications

References 65 publications

Local History Practice in the System of Bachelors-Historians Training: Experience and Prospects

Local History Practice in the System of Bachelors-Historians Training: Experience and Prospects

Toward New Visions of Teacher Education: Addressing the Challenges of Program Coherence

Through Virtual Field Trip Technology Intervention, Can Museums Be a Source of Historical Learning?

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