“Putting it in Technicolor:”The influence of a pre-service teaching residency at a historic site, archive, library, or museum on in-service pedagogical practices

Abstract

Over the last 30 years, colleges of education across the nation have examined and deliberated how best to educate pre-service history teachers for the challenges of the modern classroom. Specifically, they sought to create and refine teacher preparation programs that foster within the pre-service history teacher the propensity to use authentic teaching practices once they are licensed and instructing independently in the classroom. Using a situated learning theoretical framework, this research study adds to the literature on this topic by examining how a semester-long pre-service residency at a historic site, archive, library, or museum influences in-service history teacher pedagogy. Utilizing an ex post facto qualitative research methodology with a questionnaire, interviews, and analysis of lesson plans, this study pursued the objective of evaluating the nuances of a residency and how those experiences influence in-service pedagogical dispositions. The findings of the study conclude pre-service history teacher residencies offer valuable and unique learning spaces for the pedagogical development of pre-service history teachers by promoting authentic-based teaching models that participants carry into their in-service teaching.

Hidden in plain sight: museum educators’ role in teacher professional development

“…The complexity and urgency of the need for more research about the impact of MEs in teacher education is exemplified by programs such as Temple University's Cultural Fieldwork Initiative (Coddington 2020;Woyshner, Reidell, and Brasof 2013) and Loyola University's Teaching Learning and Leading with Schools and Communities (Clark et al 2016), which annually place pre-service history teachers in museums, historic sites, archives, and research libraries across Philadelphia and Chicago, respectively. No longer limited to professional development for in-service teachers, MEs are being integrated into pre-service teacher education as well.…”

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

“…This study used data collection and analytical procedures consistent with qualitative research (Marshall & Rossman, 2011). Building on the limited previous research that has documented the short- and long-term gains preservice history teachers have made resulting from their field-based experiences (Baron, 2013; Coddington, 2020; Patterson & Woyshner, 2016), this study investigates the role museum educators, historians, and archivists play in developing those outcomes through the following research questions:…”

“…In response, this study examines a unique and innovative fieldwork experience placing preservice history teachers in cultural institutes as part of their teacher education program. Related studies have documented the constructive influence of this experience on participants' inquiry-based lesson planning and willingness to teach with primary sources both in the short-term (Patterson & Woyshner, 2016) and into their teaching careers (Coddington, 2020). Given the potentials of this program, this study is an effort to describe and analyze the work of historical disciplinarians-historians, archivists, preservationists, and museum educators-when they serve as mentors to preservice history teachers.…”

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

“…Thus, the literature discussed the impact of the university educational environment on the disciplinary training practices of future specialists in the field of history, formation of students' experience and their mastery of practical skills and activities (Anderson & Day, 2005). 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).…”