Teacher Development Pub Date : 2021-04-10 , DOI: 10.1080/13664530.2021.1897659 Christine Baron 1 , Sherri Sklarwitz 2 , Nicholas Coddington 1
ABSTRACT
This article reports on Year 2 of a three-year project to assess historic site-based teacher professional development programs. The intended focus was assessing pre–post Q-sorts and interviews of 29 teachers regarding how they see their work at historic sites affecting their professional development. However, data analysis revealed exceptionally large shifts in teacher experiences both from previous year’s administrations and in-year pre–post administrations. These shifts were attributable to programmatic changes museum educators (MEs) made, instigated by the first rounds of evaluation, rather than changes in teachers’ stances. Thus, this article reports on the changes that MEs made in the program between Y1 and Y2 and the critical role that MEs play in supporting teachers’ professional development and the ways in which their understanding/misunderstanding of teachers’ needs drive programming. Herein the authors examine the influence of the assessment process on MEs’ evolving understanding of their roles as teacher educators.
中文翻译:
隐藏在眼前:博物馆教育者在教师专业发展中的作用
摘要
本文报告了一个为期三年的项目的第 2 年,该项目旨在评估基于历史遗址的教师专业发展计划。预期的重点是评估 29 位教师关于他们如何看待他们在影响其专业发展的历史遗迹工作的前后 Q 排序和访谈。然而,数据分析显示,与前一年的管理和本年度的前任管理相比,教师经验发生了异常巨大的变化。这些转变归因于博物馆教育者(ME)在第一轮评估的推动下做出的计划变化,而不是教师立场的变化。因此,本文报告了 ME 在 Y1 和 Y2 之间的计划中所做的变化,以及 ME 在支持教师专业发展方面发挥的关键作用,以及他们对教师需求的理解/误解推动编程的方式。在此,作者研究了评估过程对 ME 对其作为教师教育者角色的不断理解的影响。