Preparing Teachers for Place-Based Instruction at the Tsongas Industrial History Center

Greenwood, Anita; Kirschbaum, Sheila

doi:10.1080/10598650.2014.11510792

Cited by 3 publications

(3 citation statements)

References 7 publications

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“…For the partnership to work, membership requires synchronized understanding of teachers’ level of knowledge and skills (Kissel et al, 2019; Manekin & Williams, 2015; Marcus, Stoddard, & Woodward, 2012; Stetson & Stroud, 2014). Many affirm benefits of the museum-based pedagogical approach reporting it improves enthusiasm for subject matter and strengthens students’ ability to learn the subject easily through hands-on, place-based, and situated learning experiences (Barry et al, 1998; Greenwood et al, 2014; Seeger, Wall, & Herr, 2016; Seligmann, 2014). This is especially true when considering teacher education programs’ curricula offerings and how human-interest experience and ideology shape knowledge processing (Clark et al, 2016; Kuster, 2008).…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

“…Preservice teachers, therefore, confront intentional transformative curriculum designs and are challenged to apply critical, aesthetic inquiry to interpret museum artifacts (Chin, 2004; Gregg & Leinhardt, 2002; Gunn, 2016; Kissel et al, 2019; Kuster, 2008; Parson, 2000). The course or activity designs and systematic implementation yield more powerful pedagogy when it targets certain categories of museum artifacts with shared underlying relations to a disciplinary concept upon which PSTs are expected to develop pedagogical competence (Greenwood et al, 2014; Kissel et al, 2019; Manekin & Williams, 2015; Stetson & Stroud, 2014). In social studies, for example, such curricula or activity designs might include PSTs’ interactions with historical maps at a local history museum to construct understanding of their community's settlement.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

“…Within these sites, PSTs benefit from places, outside traditional classrooms, to enhance content knowledge, provide space to work with content-area peers, and diversify experiences with innovative, child-centered teaching methods (Barry & Villeneuve, 1998; Cox & Barrow, 2000; Gunn, 2016; Kissel et al, 2019; Seligmann, 2014; Spencer & Maynard, 2014). Likewise, creating and teaching place-based lessons and curricular units support PSTs’ authentic engagement with socio-cultural and historical knowledge (Baron et al, 2019; Cuenca et al, 2019; Greenwood & Kirschbaum, 2014; Keenan, 2019; Spencer & Maynard, 2014). Museum contexts are promising for PSTs’ developing pedagogical content knowledge.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Examining Elementary Social Studies Preservice Teachers’ Dispositional Thinking about Museum Pedagogy

Hubbard

Odebiyi

2021

The Journal of Social Studies Research

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Evidence is limited on how elementary social studies preservice teachers make sense of museum settings and the use of museum artifacts for instruction, especially while consumed with learning how to teach. This study explored 81 elementary preservice teachers’ dispositional thinking toward museum pedagogy in a teacher education program. Objectives were to determine an overall dispositional thinking profile and also investigate possible distinct dimensions. The study employed descriptive and exploratory factor analysis (EFA) to establish systematically reliable factor solutions representing a profile of preservice teachers’ dispositions. Results indicate preservice teachers’ museum pedagogy dispositional thinking can be measured with three dimensions and one overall generic form of dispositional thinking. Representing the dimensions are these factor structures: (a) willingness to use museum settings and their artifacts to support social studies teaching, (b) capacity to interact with museum artifacts for K-6 social studies teaching, and (c) recognizing the prospect of museum pedagogy as an approach to enhance K-6 social studies education. Based on the factor structures, we introduce a conceptual framework to represent elementary social studies preservice teachers’ dispositional thinking about museum pedagogy. Engaging in preliminary work to first understand preservice teachers’ thoughts and dispositions, before creating or adopting curricula, may deepen and strengthen their agentic growth in museum education for social studies teaching.

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Section: Theoretical Perspectivesmentioning

confidence: 99%

Section: Theoretical Perspectivesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Examining Elementary Social Studies Preservice Teachers’ Dispositional Thinking about Museum Pedagogy

Hubbard

Odebiyi

2021

The Journal of Social Studies Research

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STEAM practices connecting mathematics, arts, architecture, culture and history in a non-formal learning environment of a museum

El Bedewy,

Lavicza,

Lyublinskaya

2024

Journal of Mathematics and the Arts

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Preservice Teachers' Community-Based Field Experiences

Hamilton

Margot

2019

Front. Educ.

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There exists much potential for the use of community-based partnerships to support preservice teachers' learning and development. These opportunities can also expand preservice teachers' understanding of when and where teaching and learning take place. This paper reports the results of a qualitative, yearlong pilot study focused on secondary preservice teachers' (N = 42) weekly community-based field experiences at a newly opened secondary public museum school, located in a large Midwestern urban area. Specifically, preservice teachers worked weekly with sixth grade students in an urban public museum setting as part of a required undergraduate content area literacy teacher education course. This study highlights ways this community-based field experience served as an important clinical component for preservice teacher learning. Working in this community-based setting provided expanded and varied opportunities for preservice teacher learning, including practice using and facilitating small group instruction and opportunities to support adolescents' learning through accessing, exploring, and examining museum artifacts and exhibits. Therefore, community-based field experiences, when and where feasible, may serve as an important clinical component for preservice teacher learning.

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Preparing Teachers for Place-Based Instruction at the Tsongas Industrial History Center

Cited by 3 publications

References 7 publications

Examining Elementary Social Studies Preservice Teachers’ Dispositional Thinking about Museum Pedagogy

Examining Elementary Social Studies Preservice Teachers’ Dispositional Thinking about Museum Pedagogy

STEAM practices connecting mathematics, arts, architecture, culture and history in a non-formal learning environment of a museum

Preservice Teachers' Community-Based Field Experiences

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