We Need To Talk: Improving Dialogue between Social Studies Teachers and Museum Educators

Abstract

Researchers have argued for increased collaboration between teachers and museum educators to improve the outcomes of museum education on students; however, significant gaps in understanding between the two remain impediments to effective collaboration. We surveyed fifty-one museum educators, conducted in-depth interviews with ten of these respondents, and analyzed the data with use of an inductive lens. In this article we use a composite dialogue between a museum educator and a teacher to present a series of questions teachers should ask of, and information they should provide to, museum educators. Such questions and information can be used to initiate more effective collaborative relationships that may ultimately improve the quality of museum education for our students. We argue that gaps in museum educators’ understanding about teachers’ needs, objectives, and concerns about museum visits could be bridged if teachers knew what questions to ask and what information to volunteer to museum educators before arranging a museum visit.

Keywords:

• history education
• museums
• museum education
• collaboration
• social studies
• field trips
• secondary history
• historical understanding

Notes

The specifics of this example have been changed to maintain the confidentiality of the participant

1. This study was conducted in collaboration with the Connecticut Humanities Council (CHC). We thank the CHC for their intellectual, logistical, and monetary support. This study was also partially funded by two faculty grants from The University of Connecticut.

2. We are grateful to Laurie Pasternak, Education Coordinator for the Lebanon Historical Society, for her insightful feedback on drafts of this article.