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Although recent research advises that professional development should be active and engage participants through personal discovery, most Australian history teachers tend to experience passive, didactic teaching delivered in lectures, symposia, and workshops. Few offerings provide opportunities for teachers to participate in immersive discovery learning that is relevant to their teaching needs. In this article we examine the impact of a 5-day archaeology professional development experience designed to give teachers practical knowledge and experience of archaeology, enliven their teaching of history, and improve their students’ literacy capabilities.

Item Type:	Refereed Article
Keywords:	teachers, professional learning, literacy, archaeology, history
Research Division:	Education
Research Group:	Specialist studies in education
Research Field:	Comparative and cross-cultural education
Objective Division:	Education and Training
Objective Group:	Learner and learning
Objective Field:	Early childhood education
UTAS Author:	Zarmati, L (Dr Louise Zarmati)
UTAS Author:	Nally, D (Mr David Nally)
ID Code:	155230
Year Published:	2023
Deposited By:	Education
Deposited On:	2023-02-06
Last Modified:	2023-02-06
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