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

.

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Bowgren, L. & Sever, K. (2010). Three Steps Lead to Differentiation. Journal of Staff Development, 31(2), 44-47.

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Darling-Hammond, L. Wei, R., Andree, A., Richardson, N., & Orphanos, S (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. Dallas, TX: National Staff Development Council.

Fives, H. & Buehl, M.M. (2012). Spring Cleaning for the “Messy” Construct of Teachers’ Beliefs: What are they? Which have been examined? What can they tell us? In K.R. Harris, S. Graham,   Royer, J.M., Moshe, Z. (Eds.), APA Educational Psychology Handbook, Vol 2.  (471-499). Washington D.C.: American Psychological Association.

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[i] Examples of resources are: (a) material found in the Upper and Lower Secondary History Teaching and Learning Guides produced by the History Unit, Curriculum Planning and Development Division (b) The Big Six: Historical Thinking Concepts, by Peter Seixas and Tom Morton. Toronto, ON: Nelson Education, 2013 (c) Teaching History Journal of The Historical Association (UK)

[ii] Since 2012, many workshops/ courses have been organized for history teachers regarding the teaching of historical concepts aimed at supporting the implementation of the new history syllabuses.

[iii] Based on 7-point Likert scale of ‘1 for strongly agree, ‘2 for agree’, ‘3 for somewhat agree’, ‘4 for neutral’, ‘5 for somewhat disagree’, ‘6 for disagree’, and ‘7 for strongly disagree’.

 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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