A relatively new phenomenon in teacher education involves preservice history teachers conducting fieldwork in museums, archives, and other cultural institutes. However, researchers have yet to generate understandings supported by empirical observations of the inner workings of such fieldwork experiences. Using interviews, observations, and artifacts, this article analyzes the pedagogies historians, archivists, and museum educators use when adopting the role of teacher educators. Findings offer possibilities for a collaborative and site-based structure of teacher education, running contrary to traditional models. Important to the development of preservice history teachers, mentors at cultural institutes conceptualize their work through an inquiry lens, growing intuitively out of their work as disciplinary experts. In addition, educative mentoring, while typically conceived of as a classroom-based method, was observed in practice at cultural institutes. This article concludes by offering suggestions for applying principles from this model to existing preservice teacher education programs.

中文翻译：

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作为教师教育者的历史学家、档案工作者和博物馆教育者：在文化学院指导职前历史教师

教师教育中一个相对较新的现象是职前历史教师在博物馆、档案馆和其他文化机构进行实地考察。然而，研究人员还没有形成由对此类实地工作经历的内部运作的经验观察支持的理解。本文通过访谈、观察和文物，分析了历史学家、档案工作者和博物馆教育工作者在扮演教师教育工作者的角色时所使用的教学法。调查结果为教师教育的协作和基于站点的结构提供了可能性，这与传统模式相反。对于职前历史教师的发展很重要，文化机构的导师通过探究镜头概念化他们的工作，直观地从他们作为学科专家的工作中成长起来。此外，教育指导，虽然通常被认为是一种基于课堂的方法，但在文化机构的实践中观察到了什么。本文最后提出了将这一模型中的原则应用于现有职前教师教育计划的建议。