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Using Mentoring to Develop Professional Teaching Knowledge for Problem-Based Historical Inquiry
ARTICLE

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Theory and Research in Social Education Volume 37, Number 1, ISSN 0093-3104

Abstract

This case study examined how mentoring experiences might encourage teachers to consider and adopt a problem-based historical inquiry (PBHI) framework for teaching. We mentored six teachers over 15 months as they planned and implemented PBHI teaching, reflected on their experiences, and then engaged in peer mentoring of other teachers. Data included surveys, planning artifacts, interviews, and observations. Qualitative analyses of data found all teachers' conceptualizations of practice were affected to varying degrees by mentoring experiences. Results suggest promise for using modeling and scaffolding to assist teachers in linking theory to practice, but suggest that teachers must ground these supports in their own experience before they become fully accessible. Findings support claims that mentoring and collaboration may encourage teachers to de-privatize their knowledge and use each other as resources for making connections to common principles that build a professional knowledge base of wise practice. (Contains 3 tables and 1 figure.)

Citation

Saye, J.W., Kohlmeier, J., Brush, T., Mitchell, L. & Farmer, C. (2009). Using Mentoring to Develop Professional Teaching Knowledge for Problem-Based Historical Inquiry. Theory and Research in Social Education, 37(1), 6-41. Retrieved November 20, 2019 from .

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