Lesson study in historical inquiry: Teachers working across rural communities

Anne Lise Halvorsen, Lauren McArthur Harris, Linda Doornbos, Matthew T. Missias

Research output: Contribution to journalArticlepeer-review

8 Scopus citations


This study focuses on the experiences of teachers in rural settings who participated in a professional development (PD) program centered on teaching historical inquiry of one's local community. The PD approaches included lesson study using communities of practice. Participants’ study lessons reflected principles of historical inquiry; however, of the dimensions assessed, lessons were relatively weak in developing compelling questions. Participants found lesson study to be effective and appreciated being part of communities of practice across different school sites but found the school contextual differences and geographical distances sites logistically challenging. We conclude by discussing implications for policy and teacher education.

Original languageEnglish (US)
Article number103206
JournalTeaching and Teacher Education
StatePublished - Jan 2021


  • Communities of practice
  • Historical inquiry
  • History instruction
  • Lesson study
  • Professional development

ASJC Scopus subject areas

  • Education


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