Secondary teachers' perceptions on their competency and self-efficacy levels associated with an integrated professional development approach to teaching United States history

The study assessed a multifaceted professional development approach and its impact on teacher competency and self-efficacy. The professional development approach considered in this study reflected an integration of Content Immersion Mini-institutes, Public History Field Experiences, and Collaborative Pedagogical workshops offered to middle school and high school United States history teachers. The major focus of the study was scaled exit surveys and free response questions completed by teachers in six school districts in northeastern Tennessee, who were part of a Teaching American History Grant program sponsored by Tennessee’s First Frontier Consortium. These extant exit surveys were used to determine the relationship between each type of professional development activity and their corresponding teacher reported levels of competency and self-efficacy.

Grantor dc:publisher

University of Tennessee at Chattanooga

Author dc:creator

• Galloway, Darwin Anthony

Contributors dc:contributor

• Crawford, Elizabeth K.
• Rausch, David W.; Bernard, Hinsdale, Tucker, James A.
• College of Health, Education, and Professional Studies

• High school teachers--Education (Continuing education)--Tennessee

Licence

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language

English, eng

Repository record dc:identifier

https://scholar.utc.edu/theses/826

OAI identifier oai:identifier

oai:scholar.utc.edu:theses-2011