Abstract
This study investigates the influence of teachers' involvement in a grant-funded American history professional development process in their use of American history textbooks and other resources in their classrooms at primary and secondary school level. As a part of classroom observations in one school district, participant teachers were observed regarding the conduct of their history classes. Focus group interviews were conducted to collect in-depth qualitative data on their views regarding the usefulness of a range of teaching resources. The results suggest that participation in professional development classes had changed the types of resources the teachers used and the ways in which they were deployed. Approximately half of these classes no longer use textbooks as primary teaching resources.
Recommended Citation
Sultana, Farzana and Petrulis, Robert
(2010)
"Professional Development and American History Textbooks: A Case Study from Teachers' Perspective,"
Teacher Education Journal of South Carolina: Vol. 3:
No.
1, Article 16.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol3/iss1/16