Teaching With Primary Sources: Moving From Professional Development To A Model Of Professional Learning

Abstract

As providers of professional development opportunities for educators envision what they do, there is strong evidence that productive and effective opportunities should include the following: active learning, authentic professional practice, challenging of assumptions, coherence, collective participation, content focus, duration, learning from participant's own practice, and opportunities for critical refection (Desimone, 2009; Smith, 2010; Webster-Wright, 2009). In the development and facilitation of the Teaching with Primary Sources program, the Library of Congress has incorporated these elements to create a cohesive, collaborative, and engaging model for Professional Learning. To date, tens of thousands of educators have been exposed to the TPS curriculum provided by Library of Congress staff, Consortium members from 17 states throughout the United States, and regional grantees found within all 50 states and the District of Columbia.

Publication Date

6-16-2016

Publication Title

Handbook of Research on Professional Development for Quality Teaching and Learning

Number of Pages

295-306

Document Type

Article; Book Chapter

Personal Identifier

scopus

DOI Link

https://doi.org/10.4018/978-1-5225-0204-3.ch014

Socpus ID

85018071003 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85018071003

This document is currently not available here.

Share

COinS