Sharing Our Teachers: The Required Graduate Class at the American Museum of Natural History for Lehman College (CUNY)

Aquino, Adriana E.; Kelly, Angela M.; Bayne, Gillian U.

doi:10.1080/1547688x.2010.10399603

Cited by 9 publications

(4 citation statements)

References 21 publications

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“…This research also supports previous studies by Olsen, Cox-Petersen, and McComas (2001) that recognized the importance of pre-service teaching experiences at museums in facilitating classroom instruction with artifacts. The reason for why the ISHE residency is so influential was noted in a previous study: “Situated learning [within the residency] is valuable because it provides an interactive, participatory framework for learning that is created by varied encounters, rather than an abstract body of knowledge.” (Aquino et al, 2010, p. 229). The data from this study suggests ISHE residencies provide valuable experiences for pre-service teachers which uniquely lead to the propensity to teach using expert historical teaching practices.…”

Section: Discussionmentioning

confidence: 99%

“…Throughout many of the studies conducted within the fields of science and art pre-service education at informal sites of education, one of the most common findings was the perceived increase of content knowledge 5 by participants (Aquino, Kelly, & Bayne, 2010;Frechtling et al, 1995;Wissehr & Hanuscin, 2008). While content knowledge varied among participants in these studies, research does suggest that intensive residencies at in-formal sites of education significantly increase participant content knowledge.…”

Section: Selecting and Adapting Historical Resourcesmentioning

confidence: 99%

“…[InTASC 10 k, InTASC 10(i) (Watters & Ginns, 2000),] (PEC4) Gave me the opportunity to build a network of peers and professionals who I am able to draw upon for support as a teacher. [InTASC: 10(c) (Aquino et al, 2010),] (PEC5) Because of the informal, low-risk environment of the ISHE, I will able to process feedback from peers and experts in ways that improved my teaching skills. [InTASC 10(r), InTASC 10(t) (M. K. Stein & Smith, 1999),] Power of Place.…”

Section: Historical Disciplinary Instructional Practicesmentioning

confidence: 99%

“…(PEC4) Gave me the opportunity to build a network of peers and professionals who I am able to draw upon for support as a teacher. [InTASC: 10(c) (Aquino et al, 2010),]…”

Section: Historical Disciplinary Instructional Practicesmentioning

confidence: 99%

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“Putting it in Technicolor:”The influence of a pre-service teaching residency at a historic site, archive, library, or museum on in-service pedagogical practices

Coddington

2020

The Journal of Social Studies Research

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Over the last 30 years, colleges of education across the nation have examined and deliberated how best to educate pre-service history teachers for the challenges of the modern classroom. Specifically, they sought to create and refine teacher preparation programs that foster within the pre-service history teacher the propensity to use authentic teaching practices once they are licensed and instructing independently in the classroom. Using a situated learning theoretical framework, this research study adds to the literature on this topic by examining how a semester-long pre-service residency at a historic site, archive, library, or museum influences in-service history teacher pedagogy. Utilizing an ex post facto qualitative research methodology with a questionnaire, interviews, and analysis of lesson plans, this study pursued the objective of evaluating the nuances of a residency and how those experiences influence in-service pedagogical dispositions. The findings of the study conclude pre-service history teacher residencies offer valuable and unique learning spaces for the pedagogical development of pre-service history teachers by promoting authentic-based teaching models that participants carry into their in-service teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Selecting and Adapting Historical Resourcesmentioning

confidence: 99%

Section: Historical Disciplinary Instructional Practicesmentioning

confidence: 99%

“…(PEC4) Gave me the opportunity to build a network of peers and professionals who I am able to draw upon for support as a teacher. [InTASC: 10(c) (Aquino et al, 2010),]…”

Section: Historical Disciplinary Instructional Practicesmentioning

confidence: 99%

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