Beliefs, Classroom Practices, and Professional Development Activities of Teacher Consultants

Abstract

After more than a decade of funding from the National Geographic Society, questions have increasingly been raised about the effectiveness of geographic alliances as vehicles for professional development in geographic education. This study explores the impact of participation in a summer institute on teacher beliefs and practices in geographic education. Findings from a survey of the 128 participants in an Ohio Alliance Summer Geographic Institute (ASGI) reveal an increase in participants' use of instructional resources for geography after attending an ASGI. An implication of this study is the need for strategic recruitment of teachers from culturally diverse backgrounds and teachers who are relatively new to the profession to become participants in an ASGI.

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