Content area
This study examines how a museum-led professional development workshop impacts preservice teachers' perceived preparedness to teach the Holocaust. Utilizing an instructional model of historical empathy, researchers designed a virtual Holocaust education workshop for preservice teachers. Teacher candidates at three large universities were invited to attend. Survey findings demonstrate that participants' preparedness to teach difficult history improved. Results highlight the power of partnerships between teacher educators and museum educators and the power of eyewitness testimony to evoke empathy.
ABSTRACT
This study examines how a museum-led professional development workshop impacts preservice teachers' perceived preparedness to teach the Holocaust. Utilizing an instructional model of historical empathy, researchers designed a virtual Holocaust education workshop for preservice teachers. Teacher candidates at three large universities were invited to attend. Survey findings demonstrate that participants' preparedness to teach difficult history improved. Results highlight the power of partnerships between teacher educators and museum educators and the power of eyewitness testimony to evoke empathy.
According to the Anti-Defamation League (ADL), antisemitic incidents in the LTnited States reached an all-time high in 2021, with over 2700 incidents of assault, harassment, or vandalism reported-the highest rate since 1979, when the ADL began conducting annual audits (ADL, 2022). While antisemitism levels are high in the LTnited States, Holocaust knowledge and awareness are low. The Claims Conference, an international nonprofit organization supporting Holocaust survivors, hired a consulting group to conduct a national study of Holocaust education in the LTnited States. Researchers conducted over 10,000 interviews of Americans ages 18-29-at least 200 per state. Results demonstrate a shocking lack of basic Holocaust knowledge across the 50 states (Claims Conference, 2020). Sixty-three percent of respondents did not know that six million Jews were murdered; 48% could not name one concentration camp, death camp, or ghetto. Gideon Taylor, President of the Claims Conference, stated that while these results are disturbing, "we need to understand why we aren't doing better in educating a younger generation about the Holocaust and the lessons of the past. This needs to serve as a wake-up call to us all, and as a road map of where government officials need to act" (Claims Conference, 2020).
A lack of Holocaust knowledge may be exacerbated by the fact that teachers report feeling unprepared to teach the Holocaust and other traumatic events, broadly (Allgood & Shah, 2021; Rich, 2019). In a 2004 national survey conducted by the LTnited States Holocaust Memorial Museum (LTSHMM), 52% of teachers cited their own high school coursework as their primary source of Holocaust knowledge, compared with 23% citing professional development (Donnelly, 2006). Museums and historic sites can serve as valuable resources for teachers who are grappling with difficult topics in history (Marcus et al., 2012). Difficult history is defined as past events of mistreatment, mass violence, suffering and trauma (Rose, 2016). Not only can museums and historic sites provide meaningfill, curated experiences that can deepen teachers' understanding of historical events and the people who lived through them, but they can provide a model of historical empathy.
Teachers desire more support to teach difficult histories, and museums and historic sites have the potential to improve their preparedness (Baron et al., 2019b; Cohen, 2022; Kershaw, 2016). Prior research tends to focus on professional development of in-service teachers at historic sites rather than the development of preservice teachers at museums. Additionally, findings demonstrate the effectiveness of utilizing an instructional model of historical empathy to teach the Holocaust in K-12 classrooms (Conner & Graham, 2023; Haas, 2020; Metzger, 2012; Riley, 1998); yet research investigating the benefits of using historical empathy as a framework for museum-led professional development is lacking. Thus, the current researchers designed a Holocaust education workshop for preservice teachers using an instructional model of historical empathy. The researchers sought to answer the following research question: How does a museum-led professional development workshop utilizing an instructional model of historical empathy impact preservice teachers' perceived preparedness to teach the Holocaust?
LITERATURE REVIEW
History of Holocaust Education
Holocaust education in the United States did not begin immediately after the end of World War II. In fact, it emerged over a generation later. Following American political turbulence in the 1960s, social studies educators began to shift towards the notion of relevance (Evans, 2004). New concepts were introduced in social studies curricula including student activism and civil rights, and many educators were committed to helping their students explore the connections between individuals and society.
The impetus for Holocaust education was a grassroots movement of teachers responding to national concerns of a lack of relevance in the curriculum (Fallace, 2006). In the 1970s, organizations such as the ADL began to develop resources about the Holocaust for teachers and students to use in the classroom to help combat antisemitism (ADL, n.d.); to what extent this curriculum was used is unknown. Additionally, historians and other scholars began to engage with interested teachers, museum patrons, and libraries to share knowledge about this era through lectures and papers. Popular forms of media such as NBC's Holocaust miniseries and Steven Spielberg's film Schindler's List grew American consciousness of the Holocaust.
With this greater awareness, states began mandating that the Holocaust be included in the K-12 curriculum. The first state to require Holocaust education was New Jersey in 1994 (Echoes & Reflections, 2022). As of August 2022, 20 states in the LTnited States legally require educators to teach about the Holocaust; however, many of these states do not offer educators training and/or fimding to learn how to teach it (LTSHMM, n.d.b.; Yang, 2023). Some states include the Holocaust in their statewide curriculum even though it is not legally mandated. For example, Georgia currently requires Holocaust education through the Georgia Standards of Excellence (GaDOE, 2016). Despite such curricular requirements, Georgia was among the five states with the lowest Holocaust knowledge score (Claims Conference, 2020)-indicating that preservice teachers in Georgia may need more support in Holocaust education.
Scholarship in history education broadly emphasizes the importance of replacing traditional lecture and passive learning with student-centered, active learning strategies (Deslauriers et al., 2019). There is evidence that classroom strategies designed to get students to participate in the learning process produce better outcomes. Some of these engagement methods in a history education context include digital history games, movies, role playing, and simulations (Keller, 1975; McCall, 2016; Peters, 2020). However, these strategies may not be appropriate for Holocaust education and could trivialize the experience of those who suffered or even perpetuate trauma (Gaffney, 2019).
To teach the Holocaust specifically, however, less is known about strategies that teachers are using. Contemporary research about Holocaust education frequently focuses on what teachers know about the subject (Gray, 2014; Jedwab, 2010). Such findings corroborate the Claims Conference report, which found that teacher knowledge about the Holocaust is shockingly low. Prior research suggests that by studying the Holocaust, students can learn the dangers of prejudice, hatred, and discrimination, and understand the value of diversity and respect for human rights (Lee, 2021; Salmons, 2003). Preparing teacher candidates to effectively teach the Holocaust may help combat antisemitism.
Museum-Led Professional Development for Teachers
As more states pass laws to protect Holocaust education, teachers are turning to institutions such as Yad Vashem and the LTSHMM for professional development. LTnfortunately, research related to the strategies such institutions provide and the extent to which they are effective is unknown. While research is limited in regard to museum-led Holocaust education, museums and historic sites have a history of supporting teachers when it comes to topics of historical trauma and controversy (Segall, 2014). Not only do museums in the LTnited States spend more than $2 billion a year on educational activities including professional development, but also, they are stewards of public trust (American Alliance of Museums, 2021). As trusted organizations, many museums have found that teacher professional development can "be an efficient means of reaching K-12 educators" (Bingmann, 2017, p. 117). Teachers not only benefit from museum-led professional development as adult learners, but the experience has the potential to involve students with the museum through held trips and other forms of community engagement.
Research-based best practices in teacher training have been developed over the last several decades. Successful forms of professional development are rooted in collaboration, active participation, and evaluation; moreover, effective programs focus on a specific subject matter (Cooper et al., 2018; Fishman et al., 2003; Van Driel & Berry, 2012). Research connecting American public history institutions and teacher training is far more limited. Overwhelmingly, prior research was conducted at historic sites rather than museums (Baron et al., 2019a, 2019b; Kornegay Rose et al., 2019). While there can be overlap between historic sites and museums, they can serve different purposes and have different approaches to preserving and interpreting history. A historic site is a place that has been recognized and preserved for its cultural, historical, or natural significance (U.S. General Services Administration, 2019). Unlike historic sites, museums typically focus on the collection and display of objects rather than the preservation of physical sites. Many educators walked away from their experiences at both museums and historic sites with benehts such as peer networks, empathy, reflective practice, community connections, and better understanding of historic materials (Baron et al., 2019b; Sheppard et al., 2019). These results help validate the continuation of museums and historic sites supporting professional development for teachers (Baron et al., 2019a; Baron et al., 2021).
Even fewer researchers consider the connection between historic sites and preservice teacher development; however, the limited research that has been conducted shows promise in helping future teachers build their historical thinking skills such as using primary sources, artifacts, and adopting an inquiry-based approach (Patterson, 2020; Patterson & Woyshner, 2016). Studies highlight the power of place to evoke understanding and empathy. Researchers further emphasize the importance of mentorship opportunities that museum professionals may provide for preservice teachers. However, the impact of museum-led professional development for preservice teachers when the power of place is missing is an area that has yet to be examined.
HISTORICAL EMPATHY FRAMEWORK
While historic sites such as Monticello can use the power of place to evoke affective connections, museums must rely on other methods (Baron et al., 2019a). Thus, museums have begun using the framework of historical empathy in their professional development opportunities. For example, The Museum of History and Holocaust Education at Kennesaw State LTniversity (MHHE) incorporates elements of historical empathy into their teacher workshops on teaching difficult history (Conner & Graham, 2023). Although historic sites and museums have incorporated elements of historical empathy in their professional development, research investigating the effectiveness of using a historical empathy framework is absent.
The definition of historical empathy (HE) is often debated by scholars who contend that it is either a cognitive act or an affective one. Current researchers embrace the conceptual framework that HE is a dual-dimensional cognitive-affective construct (Colby, 2008; Brooks, 2011; Endacott & Brooks, 2013). Endacott and Brooks (2013) defined historical empathy as "the process of students' cognitive and affective engagement with historical figures to better understand and contextualize their lived experiences, decisions, or actions" (p. 41). They provided a conceptual framework of HE that involves three interconnected processes: (a) Historical Contextualization-understanding how social, political, and cultural norms of a time period impact historical actors; (b) Perspective Taking-^understanding how a person's lived experiences impact their beliefs, thoughts, and behaviors; and (c) Affective Connections-recognizing how emotions impact people's actions both in the past and the present. Historical empathy allows students to contextualize the past rather than use contemporary standards (Perrotta & Bohan, 2018).
In addition to their conceptual framework, Endacott and Brooks (2013) designed an Instructional Model for Historical Empathy. The model includes four phases: (a) an introductory phase, (b) an investigation phase (c) a display phase, and (d) a reflection phase. In the introductory phase, teachers provide background information to help students understand the historical context in which the event(s) occurred. The investigation phase requires students to analyze a variety of sources from multiple perspectives. In the display phase, students demonstrate what they have learned- emphasizing how the thoughts, beliefs, and behaviors of historical actors are impacted by contextual factors. During the reflection phase, teachers provide ample opportunities for students to reflect on what they have learned, make connections between the past and the present, and consider how their perspectives may have changed. While a variety of instructional methods can be utilized to promote historical empathy, source work is essential (Brooks, 2011; Colby, 2008; D'Adamo & Fallace, 2011; Davis, 2001; Doppen, 2000; Jensen, 2008; Kohlmeier, 2006; Perrotta, 2018).
The instructional model of historical empathy aligns to the curricular goals in history and social studies education (Conner & Graham, 2023; Perrotta & Bohan, 2020). In fact, the goal of promoting historical empathy through social studies began during the progressive education movements of the twentieth century (Perrotta & Bohan, 2018). The term historical empathy is not always explicitly used; however, the national social studies curricula continue to promote inquiry-based instruction. For example, the National Council for the Social Studies (NCSS) College, Career, and Civic Life (C3) Framework encourages teachers to utilize primary sources to engage students in the process of identitying different perspectives to promote empathy (NCSS, 2013). Similarly, the National Council for History Education (NCHE, 2016) encourages the promotion of historical empathy through the process of perspective taking. Moreover, the Common Core Standards for social studies emphasize student analysis of multiple sources to determine historical contexts and perspectives (Perrotta & Bohan, 2018). Research demonstrates the vast benefits of using historical empathy in social studies instruction. For one, historical empathy increases student engagement and fosters a deeper understanding of historical content (Colby, 2008; Conner & Graham, 2023; Endacott & Pelekanos, 2015; Kohlmeier, 2006). The instructional framework enhances students' ability to analyze sources, recognize past perspectives, and contextualize those perspectives within a given period (Doppen, 2000; Jensen, 2008; Kohlmeier, 2006; Yancie, 2022). The instructional model of historical empathy adds value beyond school by promoting students' level of care-their care that events occurred, their care to learn about such events, their care for people of the past, and their care to change the future by promoting the common good (Barton & Levstik, 2004). Furthermore, students are more likely to recognize how their own perspectives are shaped by context-promoting rational decision making (Doppen, 2000).
Recent scholarship demonstrates the power of using historical empathy to teach racism and social injustice (Yancie, 2022). While research on the effectiveness of utilizing this model to teach difficult histories in the classroom is limited, several studies demonstrate that using historical empathy to teach the Holocaust improves students' ability to contextualize traumatic events and empathize with people of the past (Conner & Graham, 2023; Haas, 2020; Metzger, 2012; Riley, 1998). Students were able to contextualize how "normal people" acted irrationally by analyzing the social, political, economic, and cultural factors that led to the rise of Nazi ideology. More importantly, students were able to empathize with victims of the Holocaust and expressed a desire to avoid future atrocities. Findings support the use of historical empathy in social studies instruction, but the impact of utilizing this framework in preparing educators to teach difficult history is unknown.
METHODOLOGY
Participant Recruitment
Researchers emailed preservice teachers enrolled at three large universities in Georgia a recruitment flyer to participate in a free virtual professional development workshop on Holocaust education. The flyer contained a link to register for the workshop and asked participants to select two breakout sessions based on their interests/needs. Students who registered for the workshop were emailed a Nearpod presentation developed by the MHHE to view in advance. Nearpod is an online education platform that allows users to engage with digital content at their own pace. This presentation introduced them to the LTSHMM's (n.d.a.) Guidelines for Teaching about the Holocaust, a brief overview of the historical context in which the Holocaust occurred, and the instructional model of historical empathy.
Participants
Approximately 106 students registered for the workshop and 87 attended. Of the 87 workshop participants, 64 agreed to participate in the survey (73.6% response rate) and 61 completed the survey in its entirety. The three individuals who started the survey but did not complete it were removed from the data. Survey participants overwhelmingly self-identified as female (n = 56, 91.8%), with four self-identifying as male (6.6%), and one indicating N/А. Out of 64 participants, 50 self-identified as White (82%), six as Hispanic/Latinx (9.8%), two as Asian (3.3%), one as African American (2%), and one as American Indian (2%); the remaining participant selected N/А. The majority indicated that upon graduation they would be certified in elementary education (n = 43, 70.5%), while nine reported they would be certihed to teach middle grades (14.8%), and 11 stated that they would be certihed to teach secondary grades (18%). Rehecting the gender and racial disparity that exists in the held of education, participants in the workshop were predominately White and female (National Center for Education Statistics, 2021). Therefore, birther research is needed to determine the impact of museum-led professional development on a more diverse group of participants.
Workshop Overview
Kennesaw State LTniversity's (KSLT) History and Philosophy Department, the LTniversity of North Georgia's (LTNG) College of Education, and the MHHE at KSLT, in cooperation with the LTSHMM, presented a virtual professional development workshop on Holocaust studies. The workshop provided teachers with resources and pedagogical approaches to teach the Holocaust using a model of historical empathy. Participants did not have to pay to attend, and they received books and resources from the LTSHMM for participation. A Holocaust survivor, Hershel Greenblat, was the keynote speaker.
Workshop Design
The workshop was designed using the Instructional Model for Historical Empathy (Endacott & Brooks, 2013) and the LTSHMM's (n.d.a.) Guidelines for Teaching about the Holocaust. The USHMM (n.d.a.) recommends adhering to the following guidelines when teaching the Holocaust:
1. Define the term "Holocaust."
2. The Holocaust was not inevitable.
3. Avoid simple answers to complex questions.
4. Strive for precision of language.
5. Strive to balance the perspectives that inform your study of the Holocaust.
6. Avoid comparisons of pain.
7. Avoid romanticizing history.
8. Contextualize the history.
9. Translate statistics into people.
10. Make responsible methodological decisions, (para. 1)
Researchers designed sessions that adhered to these guidelines-with an emphasis placed on 5 (balance of perspectives), 8 (contextualize the history), 9 (translate statistics into people), and 10 (make responsible methodological decisions). Each breakout session was deliberately designed to model how to create instructional activities that adhered to the guidelines. For example, the Photo Narrative session demonstrated how Holocaust photographs can be used to translate statistics into people. Likewise, presenters discussed the importance of avoiding graphic images (such as dead bodies) to make responsible methodological decisions.
Moreover, researchers designed the workshop to model how preservice teachers might design their own lessons utilizing Endacott and Brooks's (2013) instructional model for historical empathy, which includes four phases: (a) an introductory phase, (b) an investigation phase (c) a display phase, and (d) a reflection phase. The pre-conference Nearpod activity, opening workshop session, and guided virtual museum tour served as the introduction to the Holocaust and the context in which it occurred. The breakout sessions modeled how to guide students in investigating various primary sources and provided participants a chance to display their learning through activities such as a gallery walk. Following each breakout session as well as the survivor testimony, participants were given time to discuss what they learned and reflect on their experiences.
Due to the COVID-19 pandemic, the researchers modified the original workshop design significantly. For one, they shifted from an in-person experience to a virtual one. Because video conference exhaustion is a phenomenon that was exacerbated by the pandemic, the researchers also decided to shorten the workshop to a half day (Nesher Shoshan & Wehrt, 2021). The virtual format limited the amount of content that could be shared, necessitated logistical changes to some of the activities, and made it difficult for the researchers to gauge engagement and understanding. Moreover, the researchers had to modify the study design as participant observation during workshop activities was not possible. Despite these challenges, the virtual workshop drew twice as many participants as the in-person workshop in 2022.
Data Collection and Analysis
Following the workshop, participants were invited to complete a brief survey of 15 questions. The hrst survey items gathered self-reported demographic data such as participants' gender, race/ethnicity, years of teaching experience, and level of teacher certification. The next five questions were Likert-scale items that asked participants the degree to which they agreed/ disagreed with statements such as "The workshop exposed me to multiple perspectives of people affected by the Holocaust." The last three survey items were open-ended questions that prompted written responses from participants such as "How did the Holocaust education workshop impact the way you will teach the Holocaust (if at all)?"
Survey data was analyzed qualitatively to determine the impact the workshop had on teachers' perceived preparedness to teach the Holocaust and their understanding of historical empathy. The researchers utilized open coding to analyze participants' written responses (Merriam & Tisdell, 2016). Each researcher read the survey responses several times and wrote words/phrases in the margins such as "content knowledge" to describe the key idea(s) described by the participant. A running list of codes was created by each researcher and then the lists were compared. A deductive chunking process illuminates recurring patterns in the data to help answer the research questions (Bogdan & Bikien, 2007). For example, researchers discussed and narrowed the hnal list of codes by condensing similar ones such as "photo narrative," "case studies," and "gallery walk" into overarching categories such as "pedagogy."
FINDINGS
Teacher Development
While all participants believed that teaching the Holocaust was important (98.25% strongly agreed; 1.75% agreed), many teacher candidates explicitly stated that their primary reason for attending the workshop was because they felt unprepared to teach it (49.18% strongly agreed; 29.5% agreed; 21.31% disagreed). The participants who disagreed tended to be secondary history education majors, who had a strong content knowledge in the Holocaust. Their particular motives for attending the workshop varied, but many emphasized the desire to hear from the Holocaust survivor. Survey data suggests that participation in the workshop improved participants perceived preparedness to teach the Holocaust. All participants reported that after the workshop, they felt better prepared to teach the Holocaust (77.25% strongly agreed; 22.75% agreed). The categories that emerged from the data were related to the development of teachers' content knowledge, pedagogy, and empathy.
Improved Content Knowledge
To teach the Holocaust effectively, preservice teachers must know the historical content; yet many participants, particularly early education majors, admitted a lack of foundational knowledge. As one teacher candidate noted, "my memories of Holocaust teachings are from the 80s in my own high school experience and from my daughter's middle school experience." For most elementary teacher candidates, the only history course they took in college was U.S. History (pre-Civil War or post-Civil War). Corroborating prior research conducted by the USHMM (Donnelly, 2006), the last time many teacher candidates learned about the Holocaust was in their high school history courses. Thus, they remarked that the workshop was a much-needed review of the events that occurred. While the workshop focused on effective pedagogy for teaching the Holocaust, sessions utilized historical content to model effective instructional practices.
As a result, participants stated that the workshop improved their content knowledge regarding the historical context in which the Holocaust occurred (84.2% strongly agreed; 15.8% agreed). Participants identihed two activities in particular that improved their content knowledge. First, they cited the Nearpod, which provided a historical timeline and contained links to two USHMM documentaries that helped them contextualize the events of the Holocaust: The Path to Nazi Genocide and РкЛу the Jews: History of Antisemitism. Several participants indicated that they plan to use both the Nearpod and the USHMM videos in their future classrooms to provide historical context for their own students. Second, participants noted that the interactive virtual museum tour activity reviewed key events of the period through the exploration of victims' personal accounts. Participants emphasized that they "forgot they were learning history" as they became so engrossed in the stories of survivors during the tour.
Responsible Pedagogy
In addition to content knowledge, the workshop had a profound impact on participants' pedagogical approach to the Holocaust. Most participants emphasized that they would utilize the USHMM's Guidelines for Teaching about the Holocaust. Most notably, the principle of "translating statistics into people" was referenced. Participants also stressed making "responsible methodological choices" by selecting images that humanized victims. As one participant explained:
The ten principles presented were helpful to me and will make me stop to think before I present something to my class about the Holocaust. Promoting critical thinking for students without traumatizing them is effective teaching. The best example I can give is one of the picture scenarios given: would I show students the image of one mass grave, or would I show the picture of the pile of shoes outside the gas chamber? Though the mass grave tore my heart, the shoes tore my soul. The best explanation I can give is that the shoes picture made me want to know the stories behind the shoes. The picture of the mass grave made me want to turn away. I would show students the shoes rather than the bones to humanize the victims.
To avoid traumatizing students, participants remarked that they would avoid simulations and games that trivialize the horror. As one teacher candidate stated, "I will make sure to analyze and evaluate pictures and textbooks before using them to make sure that I am not dehumanizing or offending families and survivors. I will use the voice of victims to tell their own stories."
Participants birther indicated that they would use Endacott and Brooks's (2013) instructional model of historical empathy to design their lessons on the Holocaust. As one participant explained, "I like the framework we were introduced to in the Nearpod. I plan to go through the phases we did [introduction, investigation, display, and reflection] with my hiture students." Participants listed a variety of teaching strategies they would consider using to introduce the Holocaust such as Nearpod and the LTSHMM documentaries. The instructional methods participants mentioned most frequently involved source work such as the virtual/in-person museum tour, photo analysis, case studies, literature circles, and survivor testimony. The use of political cartoons, diary entries, and literature such as Night, and The Diary of Anne Frank was also referenced. To display student knowledge teacher candidates frequently indicated their plan to utilize museum exhibit activities, gallery walks, photo narratives, narrative writing assignments, or discussion. While reflection activities were not explicitly mentioned in surveys, candidates demonstrated the importance of allowing time for students to process what they learned. As one participant stated, "I was reminded that I must give my students time to process the horror. You can't just teach it and move on."
Enhanced Empathy
Findings further suggest that the workshop fostered the three interdependent processes of historical empathy: historical contextualization, perspective taking, and affective connections (Endacott & Brooks, 2013). As stated previously, participants indicated that the workshop improved their current understanding of the historical context in which the Holocaust occurred (84.2% strongly agreed; 15.8% agreed). They also stated that the workshop exposed them to multiple perspectives of people affected by the Holocaust (93% strongly agreed; 7% agreed). As one participant stated, "I think the different case studies used in the Oath and Opposition breakout and the virtual field trip are great ways to expose students to many different viewpoints from this time period." The greatest impact of the workshop, however, appeared to be the affective connections participants made to victims of the Holocaust. Teacher candidates indicated that the workshop significantly increased that their level of empathy for people affected by the Holocaust (96.7% strong agreed; 3.5% agreed). They emphasized the power of personal accounts and photographs. As one participant stated, "ft [the workshop] definitely taught me how to be more empathetic with teaching the Holocaust. 1 think we as teachers have a habit of falling just to statistics, but this workshop really enlightened me on the more human aspect."
Participants had strong emotional responses to the workshop content, particularly to the Holocaust survivor's testimony. Four recurring affective connections that emerged were sadness, shock, anger, and inspiration. Some participants connected to his story on a personal level:
I was able to emotionally connect with Hershel's stories because I am a minority, and my parents are immigrants. I know how hard it is to live in a place where we are looked down on. I agree when he illustrated that we should steer away from hate and learn to respect everyone regardless of the color of our skin.
While acknowledging the sadness and horror, participants also felt a compelling call to action. Participants were inspired to improve the way that the Holocaust is taught in schools:
I felt a strong need to change how we have talked about the Holocaust in the past. Coming from an education where we are taught about statistics more often than the people who lived it and focusing on the people who were on the Nazi side rather than the survivors and victims, this makes me want to give the people who survived and perished justice. I want to talk about their stories, how they survived, their families, and make sure they are heard by the students I am teaching.
Moreover, participants felt a personal responsibility to tell the victims' stories:
I got incredibly emotional listening to Hershel, but when he said that it is our role and responsibility as teachers to make sure that our students have a meaningful understanding of the Holocaust it struck me. As we lose more Holocaust survivors every year, it is up to us to tell their stories.
Overwhelmingly, participants stated that the workshop increased their confidence in teaching the Holocaust using an instructional model of historical empathy (80.3% strongly agreed; 19.67% agreed).
LIMITATIONS
The current findings are limited as they rely upon self-reported data from preservice teachers who voluntarily attended the workshop; however, attendance at professional development does not guarantee learning. Given the high response rate of workshop participants in the survey, the findings strongly suggest that the workshop positively impacted preservice teachers' perceived preparedness to teach the Holocaust. A follow-up study is needed to determine how museum-led professional development utilizing a model of historical empathy influences teachers' practice in the classroom.
The researchers acknowledge that this was a foundational study illuminating the effectiveness of using the model of historical empathy for training teachers about the Holocaust. Researchers plan to conduct a longitudinal study to determine the workshop's potential change in teaching practices once preservice educators enter the classroom. Additionally, the current researchers are gathering qualitative survey and interview data from preservice teachers in the state of Georgia to better understand their preparedness for teaching the Holocaust. Both studies will include additional data points such as, but not limited to, pre- and post-questionnaires and interviews.
IMPLICATIONS
Attacking Antisemitism
The best weapon to fight antisemitism is Holocaust education that promotes empathy. For the attack to be successful, however, preservice teachers must be adequately prepared to teach it. Corroborating prior research, the current findings suggest that preservice teachers have a deficit in content knowledge about the Holocaust and teaching difficult history more broadly (Allgood & Shah, 2021; Rich, 2019). As prior researchers attest, teachers want support-almost 100 preservice teachers were willing to participate in voluntary professional development on Holocaust education during a pandemic (Cohen, 2022; Kershaw, 2016). Moreover, participants expressed a desire to learn how to address Holocaust denial-a form of antisemitism, which is defined as the belief that the Holocaust is a myth or has been exaggerated (Claims Conference, 2020).
Participants frequently expressed concerns related to teaching difficult history-highlighting how the current debate over critical race theory has heightened the anxiety educators experience (López et al., 2021). Current political and socioeconomic issues concerning social justice "highlight the urgency in promoting historical empathy in the school curricula" (Perrotta & Bohan, 2020, p. 599). While prior research illustrates the benefits of using historical empathy to teach difficult history, the current study offers evidence that it may also be beneficial to museum educators as a framework for teacher development. Corroborating prior research in Holocaust education, the use of a historical empathy framework enhanced preservice teachers' ability to contextualize events of the Holocaust, recognize multiple perspectives, and make affective connections to people from the past (Conner & Graham, 2023; Metzger, 2012; Riley, 1998).
The Power of Partnerships
Building on prior research conducted at historic sites (Baron et al., 2019a; Kornegay Rose et al., 2019), current results suggest that museums are also effective locales for teaching difficult history. Moreover, the current project demonstrates the power of partnerships between museum educators and teacher educators preparing teacher candidates to teach difficult history. Museum staff and university faculty collaborated to raise funds, recruit participants, develop the workshop, and facilitate sessions. For example, the "LTtilizing Photographs to Teach the Holocaust" breakout session was cofacilitated by a museum educator and a history education professor-who combined their expertise in public history and critical pedagogy. Illuminating the power of partnerships, this collaborative session was the most highly rated breakout session by participants. Furthermore, the fact that the workshop was virtual demonstrates how partnerships between teacher educators and museum educators need not be limited by geography.
The Power of Testimony
Overwhelmingly, participants felt that the survivor testimony was the most important factor in contributing to their level of historical empathy- which raises concerns for future workshops. Workshop attendees were profoundly impacted by Hershel Greenblat's eyewitness testimony. His story fostered empathy as preservice teachers listened to his experience during the Holocaust and after as a refugee. The day is fast approaching when the world, let alone museums, will not have Holocaust survivor speakers who can participate in their programs. Some of the youngest survivors, like Mr. Greenblat, are already in their 80s. Many Holocaust museums have started to implement alternative strategies that may help visitors empathize with those who experienced the Holocaust including recordings of testimony, holograms/virtual reality, and second and third-generation testimony (Haas, 2020; Ulaby, 2022); however, further research is needed to determine if these methods are as effective in promoting empathy as a hrst-hand account.
CONCLUSION
As antisemitism rises in the United States, Holocaust education becomes increasingly important. This study illustrates how museum-led professional development utilizing a framework of historical empathy can positively impact preservice teachers' perceived preparedness to teach the Holocaust. ft further highlights the profound impact of survivor testimony on participants' level of empathy for Holocaust victims-raising the question as to how to foster such empathy when survivors are no longer living. In order to attack antisemitism, K-12 teachers must be prepared to teach the Holocaust effectively in their classrooms. Partnerships between museums and educator preparer programs are critical to the fight.
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