Byford, J.M.;
Shilling, P.;
Milam, A.;
(2025)
Burden or benefit: the use of professional development in the middle grades history classroom.
History Education Research Journal
, 22
(1)
, Article 12. 10.14324/HERJ.22.1.12.
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Abstract
This study investigated middle school history teachers’ perceptions of professional development. The participants of this study included nine middle school history teachers in the United States. Using semi-structured interviews, a qualitative case study investigated four research questions: (1) What are middle school history teachers’ perceptions of professional development?; (2) What are middle school history teachers’ perceptions of professional development and its relation to the subject?; (3) What are middle school history teachers’ perceptions of pedagogy?; and (4) What are middle school history teachers’ perceptions of professional development and student achievement?
| Type: | Article |
|---|---|
| Title: | Burden or benefit: the use of professional development in the middle grades history classroom |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/HERJ.22.1.12 |
| Publisher version: | https://doi.org/10.14324/HERJ.22.1.12 |
| Language: | English |
| Additional information: | © 2025, Jeffrey M. Byford, Presley Shilling and Alisha Milam. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | professional development, history education, pedagogy, teacher improvement |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10210856 |
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