Disciplinary History and the Situation of History Teachers

Education Sciences

关键词: history education;    teacher knowledge;    sociology of knowledge;   

DOI  :  10.3390/educsci2040242

来源: mdpi

【 摘 要 】

A growing consensus in the history education community supports the idea that the discipline of history provides the best opportunity for moving beyond a “nation-building” or “skills-based” approach to teaching about the past. The social and temporal characteristics of the discipline of history mean such conclusions have important implications for teachers of history who must engage with that academic discipline when designing lessons for their pupils. In order to understand the process by which such a curriculum approach might be effected, it is necessary to posit a relationship between history teachers and the discipline of history that rests upon a theoretical model in which history teachers are understood both to represent and embody the discipline of history when teaching their pupils.

【 授权许可】

CC BY   
© 2012 by the authors; licensee MDPI, Basel, Switzerland.