Towards an Effective Professional Development Model to Deepen History Teachers’ Understanding of Historical Concepts, pp. 11 of 16

Ms Z found that her lessons had increased her students’ motivation level and she was also able to get her history teachers at the Secondary One and Secondary Two levels to try out some of the strategies. In her interview, she shared that,

“Both teachers and students benefited but it also allows for more confusion (laughs). It is part of the learning curve but I must say that the Sec Ones are getting used to it.”

Teacher satisfaction with conceptual clarity and concrete teaching strategies

The participants in the Master Class reported that their knowledge gains included greater clarity in terms of understanding historical thinking. They appreciated how theory and practice were bridged with clear conceptual understanding of historical concepts and concrete teaching strategies (Joyce & Showers, 2002). Ms Y shared that the conceptual clarity and concrete role-modelling of lessons allowed her to “visualize, experience and then go back to think about how I am going to use this in class”.

Ms Z shared that before the workshop, she was already aware of the concept of historical accounts but in the past, her focus was on why historians wrote the account in the way that they did. There was no comparison of different accounts. However, the Master Class gave her greater conceptual clarity and changed her classroom practices. Table 3 below demonstrated an illustration of her changed practice as derived from the interview:

Related Teaching Materials

Annex30.36 KB

An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

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