I föreliggande examensarbete har fem historielärares uppfattningar kring elevers läsförståelse, läsande av historiska texter, dess påverkan av undervisningen och ämnet undersökts. Syftet med examensarbetet är att belysa sambandet mellan elevers läsförståelse och deras utvecklande av historiemedvetande. En kvalitativ metod med semistrukturerade intervjuer har använts för att generera data, som har genomgått en analys med metoden grounded theory. För att besvara examensarbetets syfte har arbetet två forskningsfrågor, nämligen hur historielärare arbetar med elevers läsande av historiska texter samt hur historielärarna upplever att elevernas svårigheter med textläsningen påverkar historieundervisningen. Historielärarna har ett antal strategier som de använde sig av när eleverna skulle läsa historiska texter i historieundervisningen. Strategierna kan kategoriseras som begrepp och elevers ordförråd, högläsning, diskussion, förkunskap och att anpassa och tydliggöra för eleverna. Historielärarna upplevde att elevers svårigheter med textläsningen påverkar historieundervisningen, vilket har genererat att lärare undviker och minskar omfånget text och att det finns ett behov av strategier när historiska texter ska läsas. Resultatet visade utifrån undersökningen, dess teoretiska ramverk och forskningsläge, att historiska texter kan främja för elevers utvecklande av historiemedvetande, men på grund av deras bristande läsförståelse behöver de få stöd av strategier. Strategierna som lärarna använde sig av är betydelsefulla för elevers läsförståelse, läsande av historiska texter och utvecklande av historiemedvetande. Detta resultat har även kunnat stärkas med vetenskaplig forskning som berör historiemedvetande och läsförståelse. / Five history teachers’ perceptions of students reading comprehension, reading of historical texts, the influence of education and the subject has been examined in this article. The purpose of this study is to elucidate the relationship between students' reading comprehension and their development of historical consciousness. A qualitative method of semi-structured interviews was used to generate data that has undergone analysis method grounded theory. To answer the article purpose this article has two research questions, namely how history teachers work with students reading of historical texts and how the history teachers feel that students' difficulties with the text reading affects the teaching of history. History teachers have a number of strategies that they use when students would read historical texts in history teaching. The strategies can be categorized as concept and students' vocabulary, reading aloud, discussion, qualifications, and to adapt and make clear to the students. History teachers felt that students' difficulties with the text reading affects the teaching of history, which has generated that the teacher avoids and reduces the scope of the text and there for there is a need of strategies when historical texts are to be read. The results showed on the basis of the study, its theoretical framework and research location, the historical texts can promote the students' development of historical consciousness, but because out of their lack of reading skills they need to get the support of strategies. The strategies that the teachers made use of is important for students' reading comprehension, reading of historical texts and development of historical consciousness. This result has also been strengthened with scientific research relating to historical awareness and reading comprehension.

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

The problem of this study was the relationship between practices reported by American history teachers in selected Texas secondary schools and practices recommended by three groups of social studies authorities.

Made available in DSpace on 2017-07-21T20:32:05Z (GMT). No. of bitstreams: 1 Carolinepacie.pdf: 856485 bytes, checksum: 490db046e9fcdae465371354d157d42f (MD5) Previous issue date: 2007-02-28 / This work discusses historical consciousness and history teachers´ identities. It is necessary to develop researches about historical consciousness and also to research about history teachers´ identities and professional constructions. The established work goals are to understand the history teachers’ narratives and try to detect the identity construction process by the lights of the historical consciousness theory. The theorists who base the historical consciousness’ and narratives’ comprehensions are Jörn Rüsen and Agnes Heller. The theorists who base identities’ comprehensions are Zygmunt Bauman, Stuart Hall and Edson Silva. The research done has two methodological phases. Phase one: interviews (oral and writing) to five history teachers with three kind of questionnaires: a) half-structured, including questions about historical process and relationship with the past, present and future; b) structured, including life data and teacher’s formation; c) closed, including three small narratives with decisional alternatives. Generally, the questions concern about learning history and the role of history in the history teachers’ lives. Phase two is a survey with 67 history teachers about historical knowledge, politics and religion. The analysis are performed in three moments: a) vertical analysis, the five history teachers are individually analyzed; b) phase two data quantification, with graphics compositions and statistics about 67 history teachers and c) horizontal analysis, corresponding to a comparison between vertical analysis and statistics, pretending to make a synthesis. It was observed that historical narrative can be understood as part of making sense and meaning process. This process is a help to creating historical identities. The predominant type of historical sense generation was the genetics and, after that, the critics. History teachers use the historical narratives as survival strategies confronting with ambiguities and challenges (professionals), where dreams and contingencies are in the middle of a coherent process. History teachers are able to build professional meaning more or less critically, considering dominant representations about their profession. Politics is a great factor of identity between history teachers, like religious (but not so much). The meaning between history, politics (utopia) and religious is formed (more frequently) with historical knowledge and prevailing personal life. / Discute-se o fenômeno da consciência histórica e da formação de identidades de professores de história a partir do depoimento de cinco professores de história e de dados estatísticos envolvendo outros 67 professores de história, obtidos através de questionário. Movem o trabalho: necessidade de pesquisa sobre o fenômeno da consciência histórica e os questionamentos a respeito da formação de identidades e representações por parte de professores de história, com e apesar da formação institucional. Objetiva-se compreender como os professores mobilizam a consciência histórica através de suas narrativas, identificando, com o auxílio dos dados mais amplos, componentes que influenciam nos processos de criação e manutenção de identidades. Os principais referenciais utilizados são os escritos sobre consciência histórica, narrativa e identidade de Jörn Rüsen e Agnes Heller e as considerações de Bauman, Hall e Edson Silva sobre identidades. A metodologia utilizada diferiu em duas fases. A fase um corresponde à coleta de depoimentos orais e escritos através de três tipos de questionário: a) semi-estruturado com perguntas referentes à relação do professor com o processo histórico e as três dimensões temporais, sob o ponto de vista da mobilização de identidades; b) estruturado, relativo à trajetória de vida e formação do professor e c) fechado, incluindo narrativas históricas e alternativas de tomada de decisões. As questões tratam de momentos da história de vida, questionamentos sobre o papel do professor de história, compreensões a respeito de processo histórico e sobre tópicos da história que se mostram fundamentais para os entrevistados. A fase dois corresponde à aplicação de um questionário com perguntas abertas e fechadas a todos os professores de história da rede estadual de ensino na zona urbana de Ponta Grossa. As análises são realizadas em três momentos: a) análise vertical, em que cada professor da fase um é analisado em relação a si próprio b) quantificação dos dados da fase dois através de gráficos, analisados dentro de suas categorias próprias e c) horizontal, buscando semelhanças, diferenças e complementaridades entre os depoimentos e os dados quantitativos. Observou-se que a narrativa histórica pode ser entendida como parte do processo de atribuição de sentido e significado à passagem do tempo e à manutenção/modificação da identidade histórica, sendo que a forma de atribuição de sentido predominante foi a genética, seguida da crítica.. Percebeu-se também que narrativas históricas levam às estratégias de convivência com ambigüidades e desafios (freqüentemente profissionais) frente aos quais se oscila entre o sonho e o contingente. Considera-se que os professores são capazes de constituir significado para sua profissão perante as representações dominantes em diferentes graus de intensidade crítica. A política é um fator de identificação forte entre os professores de história, a religiosidade aparece em menor grau e, freqüentemente, o professor pinça em cada uma apenas os elementos passíveis de coerência com sua concepção de saber histórico e suas vivências pessoais, mesmo que em alguns casos aconteçam processos inversos.

Thesis (M.Ed.)--University of Hong Kong, 1988. / Includes bibliographical references (leaf 124-132). Also available in print.

<p>I denna studie undersöktes via en enkät ett antal historielärares bruk av sitt skolbibliotek i pedagogiskt syfte. Undersökningen genomfördes med bakgrund av både svensk och utländsk forskning. Syftet med studien var att ta reda på i vilken utsträckning och inom vilka områden historielärare använde biblioteket i undervisningen, men också hur de själva använde biblioteket och vilka för- och nackdelar de såg.</p><p>Resultaten visar att historielärare själva besöker skolbiblioteket kontinuerligt. Den visar också att de i regel är positivt inställda till den verksamhet som bedrivs där, även om det finns vissa hinder. Dessa hinder är främst bristen på tid samt bristen på kontroll av elevernas arbetsinsats. Det är olika beroende på individ om man samarbetar med bibliotekarien. Studien visar att ingen av de undersökta skolorna hade en gemensam strategi i kontakten med bibliotekspersonalen.</p><p>Det kan finnas flera anledningar till resultaten. I bakgrunden redovisas olika synsätt kring pedagogik. Ett sådant synsätt är ett traditionellt sätt att tänka och använda läromedel, ett annat är ett nyare baserat på kognitivism och progressivism. I undersökningen finns exempel på att det finns historielärare i bägge läger.</p><p>Nyckelord: skolbibliotek, historia, historiedidaktik, historielärare, pedagogik</p> / <p>In this study a number of history teachers took part in a questionnaire about the use of school libraries in an educational purposes. The study was carried out in the light of both Swedish and international research on the subject. The purpose of the investigation was to find out to what extent and in what areas history teachers made use of the school libraries but also how they themselves make use of the libraries and which advantages and disadvantages they could notice.</p><p>The results show that history teachers themselves visit the school library on a regular basis. It also shows that they usually are positive to the activities that are pursued in the libraries, even though there are some obstacles. These obstacles are mainly the lack of time and the lack of control of the students work effort. The results vary from individual to individual if they work together with the libriarian or not. The study shows that none of the examined schools had a common strategy regarding the contacts with the library staff.</p><p>There can be several reasons for this results. In the background this paper presents different views upon education. One such view is a traditional way of thinking and a traditional use of textbooks and teaching aids, another wiew is a more modern one based upon cognitivism and progressivism. In this research there are examples of history teachers in both camps.</p><p>Keywords: school libraries, history, history didactics, history teachers, pedagogy.</p>

I denna studie undersöktes via en enkät ett antal historielärares bruk av sitt skolbibliotek i pedagogiskt syfte. Undersökningen genomfördes med bakgrund av både svensk och utländsk forskning. Syftet med studien var att ta reda på i vilken utsträckning och inom vilka områden historielärare använde biblioteket i undervisningen, men också hur de själva använde biblioteket och vilka för- och nackdelar de såg. Resultaten visar att historielärare själva besöker skolbiblioteket kontinuerligt. Den visar också att de i regel är positivt inställda till den verksamhet som bedrivs där, även om det finns vissa hinder. Dessa hinder är främst bristen på tid samt bristen på kontroll av elevernas arbetsinsats. Det är olika beroende på individ om man samarbetar med bibliotekarien. Studien visar att ingen av de undersökta skolorna hade en gemensam strategi i kontakten med bibliotekspersonalen. Det kan finnas flera anledningar till resultaten. I bakgrunden redovisas olika synsätt kring pedagogik. Ett sådant synsätt är ett traditionellt sätt att tänka och använda läromedel, ett annat är ett nyare baserat på kognitivism och progressivism. I undersökningen finns exempel på att det finns historielärare i bägge läger. Nyckelord: skolbibliotek, historia, historiedidaktik, historielärare, pedagogik / In this study a number of history teachers took part in a questionnaire about the use of school libraries in an educational purposes. The study was carried out in the light of both Swedish and international research on the subject. The purpose of the investigation was to find out to what extent and in what areas history teachers made use of the school libraries but also how they themselves make use of the libraries and which advantages and disadvantages they could notice. The results show that history teachers themselves visit the school library on a regular basis. It also shows that they usually are positive to the activities that are pursued in the libraries, even though there are some obstacles. These obstacles are mainly the lack of time and the lack of control of the students work effort. The results vary from individual to individual if they work together with the libriarian or not. The study shows that none of the examined schools had a common strategy regarding the contacts with the library staff. There can be several reasons for this results. In the background this paper presents different views upon education. One such view is a traditional way of thinking and a traditional use of textbooks and teaching aids, another wiew is a more modern one based upon cognitivism and progressivism. In this research there are examples of history teachers in both camps. Keywords: school libraries, history, history didactics, history teachers, pedagogy.

Thesis (Ed. D.)--Illinois State University, 2003. / Title from title page screen, viewed November 1, 2005. Dissertation Committee: Barbara M. Fulk (chair), E. Paula Crowley, Frederick Drake, Kenneth H. Strand. Includes bibliographical references (leaves 125-134) and abstract. Also available in print.

[pt] O estudo aborda a socialização profissional de professores no contexto da profissão docente na história recente do Brasil. Trata-se de um estudo comparativo entre os processos de socialização profissional de professores de História de dois períodos: a década de 1970 e os anos 2000. Foram focalizadas, de modo especial, duas dimensões básicas da socialização profissional de professores: a formação inicial ou pré-serviço e o componente exercício ou experiência profissional, sobretudo em seus anos iniciais. Foram entrevistados professores de História que vivenciaram a formação e o início da vida profissional nos anos de 1970 e de 2000. O estudo propõe conhecer o que professores de História de duas épocas distintas têm a dizer sobre seus processos de socialização profissional, analisando como cada geração se relacionou com as condições sociais de seu tempo e identificando aspectos relevantes e influentes na socialização profissional dos atores pesquisados. / [en] This study is about the professional socialization of teachers in the context of their work in the recent history of Brazil. It is a comparative study between the processes of professional socialization of History teachers from two different periods: the decades of 1970 and 2000. Two special dimensions of the professional socialization were focused on: the initial studies and the professional experience and the practice, above specially in its first years. History teachers who had their studies and their first years of teaching in the years of 1970 and 2000 were interviewed. The aim is to know what History teachers of two distinct periods have to say about their professional socialization, in relation to the social conditions of their historical time.

Källkritiken tycks vara ett svårorienterat undervisningsinnehåll för historielärare på gymnasiet enligt resultatet av denna uppsats. Syftet var att ta reda på hur lärare reflekterar kring källkritik som undervisningsinnehåll och genom intervjuer med sju lärare har många insikter kommit till ytan. Intervjuerna visar bland annat att lärarna tycker att det är svårt att rymma källkritiken i ett pressat tidsschema och att läroplanens mål är svåra att uppnå. En prioriteringsordning där historiskt stoff ställs före källkritiken syns i många av lärarnas redogörelser och eleverna har enligt flertalet lärare svårt att applicera källkritik och uppnå höga betyg i kunskapskravet. En anledning till deras svårigheter tycks enligt vissa lärare vara deras bristande historiska förkunskaper, och intresset verkar också vara av betydelse. Många lärare efterfrågar tips på bättre uppgifter för att komma åt dessa problem och tycker att det är svårt att formulera givande uppgifter på egen hand.