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1.
This paper aims to analyse Polish history teachers’ perceptions of the role of historical education in the context of nationalism, class and locality. Drawing on the results of qualitative research conducted in the post-industrial and post-German city of Wa?brzych in Poland, we argue that teachers are not fully aware of the role of nationalist politics in representations of the past. Teachers regard these nationalist representations as natural and taken for granted. They are not only unable to assume responsibility for promoting nationalism among students but also reproduce a dominant nationalist discourse by using history to nurture their students’ attachment to the idea of a homogeneous and solidary nation that transcends class divisions and erases local specificity. They see their role primarily in terms of reinforcing the dominant structures of collective memory in their pupils. 相似文献
2.
Penney Clark 《课程研究杂志》2017,49(5):620-639
There are many areas of overlap between history and fiction. Teachers of history have long recognized this connection and used a range of fictional accounts in their teaching. In this article, we argue that fiction is a double-edged sword that must be handled carefully. On the one hand, it presents compelling characters and accounts that provide powerful connections with the past often missing from school history. On the other hand, the narrative force that draws the reader in and connects him or her to the experience of the characters also mitigates against alternative readings of the situation, undercutting the reader’s ability to understand the past in complex and critical terms. We contend that in the hands of effective teachers, the double-edged sword of fiction can be a valuable and effective tool in the teaching of history. We begin by exploring three scholarly conversations around the nature of history, history education and learning theory. We then discuss the general relationship between history and fiction, move on to describe two broad categories of fiction and their particular connections to history and history teaching and consider some of the tensions between history and fiction. Finally, we investigate pedagogical implications for effective use of fiction in the teaching of history. 相似文献
3.
History teaching usually focuses on understanding the past as an aim in itself. Research shows that many students don’t see the point of this and perceive history as not very useful. Yet history plays a major role in the orientation on present and future. If students fail to see this, the question arises whether this is due to a lack of explicit attention in history classes on the application of knowledge about the past to the present and the future. This article explores two questions: (1) If history is to be more relevant to students, what kind of objectives should play a central role in history teaching? (2) What kinds of teaching strategies align with these objectives in history teaching? The first question is answered by means of historical and educational theory. The second is answered by exploring a number of teaching strategies that have been described in the literature, as well as a small-scale experiment conducted by the authors. This article aims at providing a basis for developing meaningful history curricula as well as for research into educational strategies which can be deployed to teach students how to make connections between past, present and future. 相似文献
4.
The integration of highly religious minority students into institutions of higher education poses significant pedagogical and value challenges for students and teachers alike. We offer a framework for analyzing such challenges, distinguishing between practical concerns, identity issues and value conflicts. By contrasting a deficit perspective to ‘Diversity as resource’, we argue that the latter enables teachers to utilize a collaborative knowledge model in class, surmounting some of the value challenges involved. We present the case of ultra-orthodox students in Israel who have recently entered the gates of higher education for the first time in this society's history. We analyze the narratives of 30 lecturers who teach this population. Most of them adopt a deficit perspective and see their role as academic gatekeepers, minimally adjusting content and pedagogy. A smaller group fosters cross-cultural dialog via a ‘Diversity as resource’ perspective. These findings lead to recommendations for successfully teaching highly religious students. 相似文献
5.
《Africa Education Review》2013,10(2):376-401
Abstract In an era of unprecedented curriculum change it is not surprising that many South African teachers have begun to question their ability to affect learner performance. Teachers have to engage with a changing learner culture, with new curriculum content and are under pressure to embrace different teaching strategies without fully understanding the theoretical principles on which they are based. In this paper the authors explore high-school Economics teachers' beliefs about their capacities to influence learning. This paper is based on a quantitative empirical investigation into Economics teachers' efficacy beliefs about the teaching of Economics. Economics teachers from each of the 45 Department of Education delineated districts in KwaZulu-Natal province were selected to be participants in the study. We argue that while Economics teachers perceive their role as important in the learning process, male teachers in particular see the teacher as the dominant influence on learner performance, and are more confident than female teachers of their knowledge and teaching abilities. 相似文献
6.
Terry D. Evans 《British Journal of Sociology of Education》1982,3(2):127-143
The article discusses the changes to sex‐roles which teachers perceived to have occurred during the past decade or so, and how such perceptions affected themselves and their teaching of male and female pupils. The research took place in two primary schools in Victoria, Australia and comprised of interviews and observation methods. The results demonstrated that there were differences between male and female teachers’ perceptions of sex‐role changes and also the age of teachers affected their interpretation of female pupils’ behaviour. Female teachers were found to have an ambiguity of self‐concept in terms of their understanding of women's roles as both mothers and teachers. Several examples of teachers’ comments and interactions with their pupils are discussed and interpreted within an interactionist framework. 相似文献
7.
This paper studies the teacher perceived applicability of historical topics for interpretational history teaching and the criteria teachers use to evaluate this applicability. For this study, 15 expert history teachers in the Netherlands striving for interpretational history teaching were purposefully selected. Teachers were asked to mention historical topics using a ranking task technique to rank topics in order of applicability and to elaborate on how the topics were ranked. The results showed a large variation in perceived applicability among topics, both within and between teachers. Eight different topic-applicability criteria were discerned in the teachers’ elaborations: (1) topic knowledge; (2) topic affinity; (3) topic constructedness; (4) topic deconstructability; (5) topic abstractedness; (6) topic sensitivity; (7) topic materials; and (8) topic inclusion in the history curriculum. We found that teachers tended to judge topics as applicable for interpretational history teaching partly depending on the degree of ‘canonised interpretativity’ in lesson materials and the curriculum, and to the degree to which they belonged to ‘cold’ (morally neutral) or ‘hot’ (morally sensitive) history. A theoretical implication of the findings is that interpretational history teaching is topic-dependent. Teachers can be supported to teach history as interpretation by structured pedagogies. 相似文献
8.
Merethe Skårås 《比较教育学》2019,55(4):517-535
ABSTRACTThis article analyses history teaching in South Sudanese secondary schools and focuses on the interplay of local context, curricular intentions, and teachers’ agency. Drawing on ethnographic data, the article focuses on how the main objectives of national unity and critical thinking are enacted by teachers in the classroom. Through theories of history teaching and learning in divided societies, I explore how teachers teach the recent violent past and how they navigate and mediate ‘invisible’ tensions among opposing truths in the classroom. Foregrounding the context of civil war, the article illustrates how narratives of current and previous civil wars in the country limit teachers’ ability to fulfil the goals of the syllabus. Despite the role of teachers as key mediators for a peaceful classroom, the context of war limits the ideological space for them to promote a culture of peace among students in the classroom. 相似文献
9.
Many teachers in higher education use feedback from students to evaluate their teaching, but only some use these evaluations to improve their teaching. One important factor that makes the difference is the teacher’s approach to their evaluations. In this article, we identify some useful approaches for improving teaching. We conducted focus groups with award-winning university teachers who use student evaluations to improve their teaching, and we identified how they approach their evaluation data. We found that these teachers take a reflective approach, aiming for constant improvement, and see their evaluation data as formative feedback, useful for improving learning outcomes for their students. We summarise this as the improvement approach, and we offer it for other teachers to emulate. We argue that if teachers take this reflective, formative, student-centred approach, they can also use student evaluations to improve their teaching, and this approach should be fostered by institutions to encourage more teachers to use student evaluations to improve their teaching. 相似文献
10.
Miranda Christou 《British Journal of Sociology of Education》2007,28(6):709-722
This paper examines arguments about the teaching of history in Cyprus, especially as they relate to the cultivation of patriotism. I point out how the narratives of ‘sacred history’ and ‘dangerous memories’ are discursive elements of a pedagogy that aims at maintaining patriotism by preventing subjective and divisive personal memories from eroding a cohesive national narrative. Along with other linguistic strategies (‘passions of the past’), these discourses allow an idealization of history and a rejection of subjective, personal memory. I argue that this contributes to viewing history as a distant entity and not as a field of action, something that ultimately works against the purported goal of sustaining patriotism. 相似文献
11.
Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers’ knowledge about of students’ understanding and intended learning outcomes. Content representations created by the teachers and students’ experiences of the enacted teaching served as foundations for the teachers’ reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students’ experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers’ intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers’ choice of instructional strategies and their knowledge about students’ understanding, with the exception that the teacher who also added drama wanted to support her students’ understanding of the states of water. 相似文献
12.
In recent years, educators in the USA have emphasized disciplinary literacy as an essential path forward in cultivating adolescents’ understanding of subject matter in tandem with literacy practices. Yet, this agenda poses challenges to teachers who have been tasked with its implementation. Here, we examine two expert US history teachers’ efforts to implement curriculum that integrates reading, writing and thinking in history with academically diverse eighth graders. We conduct qualitative analyses of teacher observations and interviews as well as student work. This analysis provides insight into several issues that emerge in efforts to teach disciplinary literacy in history classrooms: the nuances of teachers’ use of curriculum materials created by people other than themselves, teachers’ appropriation and adaptation of curriculum materials and teachers’ understanding of curriculum materials and disciplinary literacy goals. We find that teachers’ knowledge of the discipline and attention to students’ ideas allowed them to skillfully adapt the curriculum to better meet students’ needs and push students’ thinking. Orienting teachers toward disciplinary learning, ensuring a foundational understanding of their discipline and providing teachers with tools to teach disciplinary literacy are important steps to help students meet the demands of the disciplinary literacy agenda. 相似文献
13.
John Allison 《Learning, Media and Technology》2008,33(4):343-352
This paper will undertake a critical review of the impact of virtual reality tools on the teaching of history. Virtual reality is useful in several different ways. History educators, elementary and secondary school teachers and professors, can all profit from the digital environment. Challenges arise quickly however. Virtual reality technologies show great pedagogical promise in the presentation of research. It is also asserted that these technologies provide real‐world immersion in the ‘historical past’ in a way that was previously not possible. Can these systems truly take the place of classrooms, elementary and secondary, and the research projects of graduate studies? Ultimately, technological optimists argue that these technologies create an ‘alternate reality’. Can history educators agree to such an ‘alternate reality’? The principle conclusions drawn in this paper include a need for further development of virtual simulations, both in terms of their realism and the immediacy of the classroom experience. Further practical experimentation by history educators in the research environment is also key. 相似文献
14.
The role of subject teachers in content and language integrated learning (CLIL) has received little attention, since most research focuses on language learning results of students. This exploratory study aims to gain insight into the perceptions of Dutch bilingual education history teachers by comparing teaching CLIL with regular history teaching. We used questionnaires and interviews to collect data. Results show that bilingual education history teachers perceived their dual task as language and subject teachers to be challenging. Teaching in English also enriched their teaching skills and eventually had a positive influence on their level of job satisfaction. 相似文献
15.
This study describes teachers’ experiences in a preschool professional learning community (PLC) in order to gain understanding of the role of documentation in group learning. A central underlying assumption of PLCs is that teacher learning involves talking with colleagues about teaching and grappling with the issues embodied in everyday classroom life. We utilized a qualitative case study design in order to emphasize the situated and contextual nature of teachers’ professional learning in context. Data sources included the following: observations of PLC sessions, interviews with participating teachers, and the classroom documentation teachers shared during the sessions. We found that the incorporation of documentation in the PLC made implicit assumptions about children visible in order to be scrutinized. In addition, the teachers’ reflections on the documentation highlighted conflicting notions about teaching as either technical practice or inquiry. In contrast to traditional delivery approaches to teacher learning, we argue that PLCs focused on documentation encourage teachers to problematize practice rather than simplify it. The process of reflecting on children’s work made shifts in thinking about the nature of teaching possible. 相似文献
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17.
Although most teachers adapt curriculum, we know little about teachers’ rationales for modifying materials, how these rationales align with actual modifications, nor whether any patterns exist in the modifications that teachers make. This is especially the case in history/social studies, where research on curriculum is scant and research on teacher adaptation of curriculum is virtually non-existent. This paper addresses that gap. We report the results of a large-scale survey on curriculum use with over 1900 history teachers. The online survey focused on how and why teachers use and adapt lesson materials from a free online history curriculum and prompted teachers to upload examples of curriculum materials they had modified. We found that individual differences among teachers correlated with particular types of modifications. Moreover, we found that teachers were motivated to modify materials to address their students’ needs, and that their modifications rarely affected the core structure – or theory of content – of the lessons. We argue that such alignment between teachers and curricular materials represents an example of curricular fit. We discuss what curricular design features may have contributed to the high level of curricular fit among users as well as the implications of this construct for curriculum implementation efforts across subject areas. 相似文献
18.
语言是文化的载体,文化是语言的基础环境.语言反映着一个民族的特征,包含着该民族的文化背景,蕴藏着该民族对大千世界的种种看法,体现了该民族的生活方式.语言和文化有着十分密切的联系,任何一种语言的教学都离不开对这种语言所表现的文化内涵的理解.因此,对某种外国语言的学习过程也是对该种文化的了解过程,所以我们在英语教学过程中应注意中西文化的差异. 相似文献
19.
Much to the consternation of many feminist researchers, teacher education programs have become largely silent about gender and the influence of gender discourses on teaching and learning. Stereotypical views of males and females can dominate teachers’ views of boys and girls, and they can be seen as essentially different—as binary opposites. This has implications for identity construction of children as they take up or resist the identity positions made available to them by the teacher. In this paper, the intersection of gender with culture/ethnicity is examined in the context of identity construction. Classroom-based data are considered in relation to a ‘sensible girls/silly boys’ binary, and the teacher’s positioning of a Chinese heritage boy and Korean heritage girl in a New Zealand primary classroom. We suggest that the teacher’s discursive practices based on unexamined assumptions, limited the identity positions available to the children in relation to gender and culture. We argue that teacher education has an important role to play in preparing teachers with a critical orientation towards dominant gender discourses, and an understanding of the intersection of gender with other discourses, such as culture and ethnicity. 相似文献
20.
This article extends the literature on teachers’ career paths by attending to the experiences of educators when they were students in secondary classrooms. Grounded in the perspective that biography is central to teaching, we investigate undergraduate pre-service teachers’ educational experiences, views on teaching and learning, and professional plans. We draw upon life history interviews with 40 prospective teachers at three institutions across Pennsylvania, USA. We find that past educational experiences are intricately connected with career choice, intended professional path, and pedagogical focus. This paper identifies and discusses three forms of modeling – disciplinary, mentoring, and empowering – which influence pre-service teachers in powerful and enduring ways. These forms of modeling expand our understanding of teachers’ career intentions and apply the apprenticeship of observation to planned career paths. 相似文献