How does teacher education provided by historic sites affect teachers’ professional growth?
No one knows… (yet).
Little evidence-based research exists about what content, skills, or practices teachers acquire or improve upon in programs offered by historic sites.
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Institutions spend significant funding annually to provide teacher education.
There is little consensus about how to evaluate teacher learning at historic sites.
Much of the existing research offers site/program-specific-evaluations rather than systematic investigations from which few meaningful recommendations can be extrapolated to inform practice at other sites.