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

John W. Saye; Jada Kohlmeier; Thomas Brush; Linda Mitchell; Charles Farmer

Theory and Research in Social Education Vol. 37, No. 1 (2009) pp. 6–41

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,...