What Should History Teachers Learn at Historic Sites? A Research Agenda
Linda A. Sargent Wood, Northern Arizona University
Kelly Schrum, George Mason University
Brenda Trofanenko, Acadia University
Christine Woyshner, Temple University
Denice Blair, Michigan State University
Since the 1990s, professional development for teachers has been a large-scale function of museums’ and historic sites’ education departments. Historic sites are increasingly called upon to help remedy the persistent reproach that many teachers lack both content knowledge in history and enthusiasm for the subject. Yet, despite two decades of intensive work with teachers, including the decade-long Teaching American History Grants (TAH) experience, little research exists on the effectiveness of historic sites’ role in teacher education.
The expectation that historic sites will support formal teacher preparation and professional development continues to grow. Several states, with Pennsylvania at the fore, are considering requiring pre-service teachers to do part of their fieldwork in museums and historic sites. Every state curriculum framework includes the recommendation that teachers should partner with historic sites and museums to help students learn about history. Yet, even as TAH funding has been eliminated, the need for quality history teacher education has not. Historic sites are continuing to be asked to provide teacher education. It is imperative that we understand the methods and mechanisms that help teachers effectively develop historical analytical skills and the ability to transfer that learning to the classroom. Accordingly, we need historic site-specific tools and research protocols for discerning and documenting teacher learning, clarity about best practices, and useable tools for assessment.
To address this gap, Christine Baron and Brenda Trofanenko organized a research conference sponsored by the largest education research organization in North America, to assemble experts in the Learning Sciences, History and Museum Education at Boston University in early 2014 to investigate the effective use of historic sites as centers for history teacher education and professional development.
Researchers gathered for a three-day conference at Boston University to (a) develop a status report on the state of empirical research in this field, (b) identify effective protocols for discerning and documenting teacher learning at historic sites, (c) identify specific pedagogies, methodologies, assessment and evaluation tools that demonstrably promote analysis of historical materials on-site and classroom integration (d) develop a research agenda to further the field and (e) stimulate partnerships in which to execute the necessary research.
This panel, comprised of several of the conference scholars, will lay out the conference findings, the critical areas identified for further research, and some of the projects generated through the conference discussions. Considerable time will be devoted to discussing the findings in conversation with session attendees, both in terms of the research opportunities and project development.
The audience for this session, much like the participants at the conference on which it reports, includes the historians, both academic and public, history teacher educators, museum and historic site educators, and digital humanities scholars that work at the intersection of history and teaching.