期刊名称：International Journal for the Scholarship of Teaching & Learning
印刷版ISSN：1931-4744
出版年度：2009
卷号：3
期号：2
页码：23
DOI：10.20429/ijsotl.2009.030223
出版社：Georgia Southern University
摘要：In 2004, an upper Midwestern school district received a grant to administer content-specific professional development to teachers of American history. A series of nine master’s level, degree-eligible courses were developed and administered by the local university’s history department. At the conclusion of the grant activities in spring of 2008, the teacher-participants were invited to be interviewed. The purpose of the interviews was to determine teacher motivation for taking the course and each teacher’s overall impression of the effectiveness of the professors and course content. Additional data were gathered including demographic data such as years of experience and level of education for each of the history teachers and interviews with the history professors. One unique theme that emerged from the data was the expectation of specialized treatment.
关键词：Professional development; Teacher learning; In-service teachers; History teachers
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