The construction of teacher meaning-making when teaching difficult histories: A study of teacher talk in a teacher professional development

Key Points

• Teacher talk significantly influences the meaning-making process when grappling with difficult histories, enhancing educators' understanding.
• Findings indicate that 75% of teachers reported new insights about teaching controversial topics during sessions.
• Observational analysis of teacher interactions during professional development revealed critical discourse patterns.
• Improving teacher talk can enhance curriculum design, supporting educators' ability to engage students with complex historical narratives.