The purpose of the study, which the essay presents, was to investigate and shed light on history teachers`perception of the ”uses of history” in the history course 1a1 given to upper secondary vocational program students. Through qualitative interviews, the study aimed to investigate the stories and experiences of seven teachers reagarding the obstacles and possibilities they see with teaching the use of history during the course history 1a1. The interviews were then analysed through two theoretical framworks: three historical approaches and epistemological cognition. The research shows that history teachers` subjectiv perception of what the use of history entails can have didactic consequences regarding what extent of the use of history they later teach. The teachers also describe that the students`historical and contemporary frames of reference have a great significance in how they teach the use of history. The study also shows that the teachers can see the use of history as an obstacle as well as an opportunity to create an entrance to the subject of history and to the course history 1a1 itself.

Syftet med denna studie är att undersöka historielärares syften med att använda film i sin undervisning. Studiens teoretiska perspektiv utgår från historiskt tänkande i form av Peter Seixas och Tom Mortons teori i The big six men också Klas-Göran Karlssons teori om historiebruk. Empirin utgår från en kvalitativ metod i form av kvalitativa intervjuer med fem historielärare på gymnasiet. För att analysera datan används en tematisk dataanalys, där de olika teman kategoriseras och ordnas efter studiens teoretiska perspektiv. Resultatet visar att lärarna använder sig av film när de arbetar med historiskt tänkande då det går att urskilja samtliga tankebegrepp ur The big six i deras svar. Dock är de vanligaste tankebegreppen historiska perspektiv och belägg. Studiens resultat visar också på att de flesta lärarna arbetar med historiebruk när de använder sig av film. En av studiens slutsatser är att lärarna främst utvecklar förmågorna 1, 4 och 5 i ämnesplanen för historia på gymnasiet. Studien mynnar ut i tankar kring vidare forskning om att förena elevers och lärares perspektiv om att använda film i historieundervisningen.

This knowledge overview, known as SAG, aims to answer questions regarding what the national and international research in didactics shows about how history teachers in secondary and upper secondary schools reflect, plan, and teach about genocide. The methods used for this overview were a systematic search of relevant research and the processing of chosen research articles. Our results show that teachers consider genocide to be significant but also a complex subject. Furthermore, teachers aim to not only teach about genocide as a historical factual phenomenon but also open the door to discussions among learners regarding moral aspects of genocide throughout history.  Prominent strategies that teachers use was shown through research on teaching about different narratives about genocide, but also getting learners actively involved in studying history, emphasizing human rights, and highlighting the consequences when these rights are ignored. In addition, research also shows the absence of certain aspects, such as the absence of explicit aims for teaching and too much focus on the political, ideological, and economic perspectives when teaching about genocide. To conclude, teaching about genocide should be a subject that teachers approach with carefulness and explicit strategies to make learners more engaged in the diverse historical contexts being discussed in the classroom and develop historical consciousness and narrative competence.

This essay is a qualitative study that examines how history teachers work in the multicultural classroom while focusing on the identity positions ethnicity, gender, sexuality and social class. The study is based on question statements regarding how teachers work to include identity affiliations in the multicultural classroom, but also what challenges and opportunities there are with teaching history in the multicultural classroom. The interviews show that the teachers use the identity positions they perceive to see in the classroom, both planned and through spontaneous connections. The results also show that what identity positions the teachers perceive to be relevant affect which perspectives are included in their teaching of history. Because teaching differs between educators, the study shows that teachers need help dealing with the intersectional perspective.

published_or_final_version / Education / Master / Master of Education

Made available in DSpace on 2017-07-21T20:31:23Z (GMT). No. of bitstreams: 1 Angela Ribeiro Ferreira.pdf: 1987503 bytes, checksum: d2e14f05d0c1203592d4f12f908b7b0b (MD5) Previous issue date: 2015-03-20 / The "practice as a curricular component" in the training of history teachers in Brazil is the object of this thesis. The data used are the Pedagogical Projects in History Course Degree of federal and state Brazilian universities and the testimony of history teachers trainers involved in the curriculum change in their courses and / or implementation of new curriculum. The analysis is done from the perspective of comparative education with the support of content analysis. The general objective was to analyze comparatively the impact of the mandatory of practicing as a curricular component in undergraduate courses of History in Brazil. To do so, we sought to: identify and compare the design of degree, the conceptions of history and history teaching, curriculum concepts that guide the pedagogical projects; check for peculiarities in interpretation of the law of teaching practice expanding; discern which guidelines have most influenced the definition of the curriculum of each course if it has been The National Guidelines of History or the Teacher Training Guidelines. Data analysis involved discussions on curriculum from the perspective of the critical theory, theory and practice relation, and formation of history teachers, history teaching and comparative education. In the analysis of the sources we have found courses organized mostly within the quadripartite model of General History (Ancient, Medieval, Modern and Contemporary History), courses focused on the social function of historical knowledge and the indivisibility between teaching and research. We identified different models of organization for the 400 hours of teaching practice. We call it model of Specialized Responsibility when the practice occurs in the form of specific disciplines of history teaching with different denominations and summaries. The Model of Shared Responsibility describes the 400 hours of practice diluted across the curriculum framework or just across the historical content disciplines. The model of non-responsibility of the historian with the teaching designates the allocation of educational and historical research disciplines as practice workload, denying specificity to curricular component. In the first model, the summaries are very varied handling many possible topics for the history teaching: what to teach, how to teach, knowledge production, official documents, teaching materials, teaching profession, media and teaching history. In the interviews it was possible to identify historical and political factors prior to reformulations, as well as internal disputes and negotiated consensus in the production of curriculum and the difficulties in the implementation of Practice as a Curricular Component. Among the difficulties are the lack of trained professors graduated in area of teaching, non-recognition of teaching history as part of the history field, devaluation of the teaching area within the course, the non-participation of the teaching area professors in the process of definition of the curriculum . / A “prática como componente curricular” na formação dos professores de História no Brasil é o objeto desta tese. Os dados utilizados são os Projetos Pedagógicos de Curso Licenciatura em História das universidades federais e estaduais brasileiras e os depoimentos de formadores de professores de História envolvidos na mudança curricular em seus cursos e/ou na implantação dos novos currículos. A análise é feita na perspectiva da educação comparada com o apoio da análise de conteúdo. O objetivo geral foi analisar de forma comparativa o impacto da obrigatoriedade de prática como componente curricular nos cursos de licenciatura em História no Brasil. Para isso, buscou-se: identificar e comparar a concepção de licenciatura, as concepções de história e ensino de história, concepções de currículo que norteiam os Projetos Pedagógicos; verificar a existência de particularidades na interpretação da lei da ampliação da prática de ensino; discernir quais orientações influenciaram mais a definição dos currículos de cada curso, se Diretrizes Nacionais de História ou as Diretrizes de Formação de Professores. A análise dos dados envolveu as discussões sobre currículo na perspectiva da teoria crítica, relação teoria e prática, formação de professores de História, didática da história e educação comparada. Na análise das fontes encontramos cursos organizados majoritariamente dentro do modelo quadripartite da História Geral (História Antiga, Medieval, Moderna e Contemporânea), cursos preocupados com a função social do conhecimento histórico e com a indissociabilidade entre ensino e pesquisa. Identificamos diferentes modelos de organização das 400 horas de prática de ensino. Denominamos Modelo da Responsabilidade Especializada quando a prática ocorre em forma de disciplinas específicas de ensino de história com distintas denominações e ementas. O Modelo da Responsabilidade Partilhada descreve as 400 horas de prática diluídas em toda a grade ou apenas nas disciplinas de conteúdo histórico. O Modelo da não responsabilidade do historiador com o ensino designa a alocação das disciplinas pedagógicas e de pesquisa histórica como carga horária de prática, negando especificidade ao componente curricular. No caso do primeiro modelo, as ementas são muito variadas tratando de vários temas possíveis para o ensino de história: o que ensinar, como ensinar, produção do conhecimento, documentos oficiais, materiais didáticos, profissão docente, mídias e ensino de história. Nas entrevistas identificaram-se fatores históricos e políticos anteriores às reformulações bem como disputas internas e consensos negociados na produção do currículo e as dificuldades na implantação da Prática como Componente Curricular. Entre as dificuldades estão a falta de professores com formação na área de ensino, não reconhecimento da didática da história como parte do campo da história, desvalorização da área de ensino dentro do curso, a não participação dos professores da área de ensino na definição do currículo.

Teachers are considered by most policymakers and school change experts to be the centerpiece of educational change. Therefore, it is not surprising that many current educational reform efforts in South Africa are directed at teachers and their involvement in educational reform is seen as critical. Reforms must address the core processes of teaching and learning if they are to markedly change what happens in schools. Yet teachers respond to educational reforms in a variety of ways: some teachers push or sustain reform efforts, whereas others resist or actively subvert them. The question of addressing curriculum change in our schools has recently become a matter of contention. Teachers are finding it difficult to adjust to the changing educational policies that seek to coerce teachers into addressing curriculum change in their classrooms. In response to the changes in educational policy in the new dispensation, the teaching of history, a subject that had already experienced numerous transformations in the past, was once again faced with the challenges of a renewed curriculum framework. This study aims to capture the complexities and contradictions that are associated with a transforming educational system. More specifically it interogates the question of how history teachers see themselves within this transformation process and the impact that it has on their identities to curriculum change. Identity formation theories were used as a lens to understand the various forces that influence the identities of teachers. A number of theories were examined in order to unfold identity development from various approaches to allow for a more holistic understanding of a teacher's life career. The main question that guided this investigation was how history teachers construct their identities within the context of curriculum change. In attempting to unpack the messiness of the curriculum transformation process and at the same time to capture how history teachers are negotiating their roles and identities in post -apartheid South Africa, this research study employed a qualitative method of data collection based on a life history research tradition. The richness of information that was obtained from lengthy, open-ended interviews with six history teachers from the Kwasanti circuit, provided a sound platform on which to respond to the critical questions of the study. The data was collated to develop narrative stories with the intention of understanding teacher thinking and experiences within a broad social and historical context. The wealth of information provided by the interviews enabled the researcher to examine how these teachers were constructing their identities within the context of curriculum change. An analysis of the findings indicated that the conceptions that history teachers have about the changing curriculum are influenced by their past experiences. The study revealed that some of the major forces of influence that shaped the teachers' understanding of the changing curriculum were pragmatic and educational. Teachers come with many realities into the profession often reconstructing and creating their context based on past experiences and perceptions. Evidence from the data reveals that the plethora of policy initiatives seeking educational transformation in South Africa are to a large degree not congruent with existing teachers' beliefs . Teachers have to redefine and renegotiate their roles and identities, which is problematic because they come embedded with experiences gleaned during the apartheid era. The study concludes with a synthesis of the findings and it makes recommendations for addressing the present needs of history teachers in South Africa. The reconceptualisation of education through new policy initiatives has to refocus and look more closely at teachers' understanding of their day-to-day realities in the work environment. Teachers need to 'own' the process of change, and reform efforts need to be grounded in an understanding of teachers' professional lives and development. Teachers must see themselves as experts in the dynamics of change. To become experts in the dynamics of change, teachers must become skilled change agents. / Theses (Ph.D.) - University of KwaZulu-Natal, Durban, 2005.

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Orientador: Vera Lucia Sabongi De Rossi / Acompanha 1 CD-ROM / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T04:07:06Z (GMT). No. of bitstreams: 1 Pompeu_CarlosAlexandre_M.pdf: 7010289 bytes, checksum: ca9d04f780c457288e7dd5771c447195 (MD5) Previous issue date: 2005 / Resumo: Neste estudo foi realizada uma análise histórico-sociológica do Programa de Educação Continuada (PEC) implementado pela Secretaria de Estado da Educação de São Paulo (SEE-SP), entre os anos de 1996 e1998, no que se refere às suas relações com a formação continuada dos professores de História do ensino fundamental da rede pública estadual. Esta análise foi centrada nas ações de capacitação promovidas pela Escola da Vila nas delegacias de ensino de cidades da região da Grande São Paulo. Os principais objetivos deste trabalho foram: 1) analisar a relação entre as instituições públicas e privadas na implementação de políticas públicas sociais na área da educação, especificamente quanto à educação continuada; 2) analisar o processo de concepção, implementação e avaliação do PEC em relação às peculiaridades da capacitação dos professores de História e 3) fazer um levantamento e disponibilizar fontes documentais, em sua maior parte inéditas, para estudiosos e pesquisadores da área. A base documental deste trabalho é oriunda da SEE-SP, do Centro de Estudos da Escola da Vila (CEEV), da Fundação Carlos Chagas e do Núcleo de Estudos de Política e Gestão da Educação do Programa de Pós-Graduação da Faculdade de Educação da Universidade Federal do Rio Grande do Sul (NEPGE-UFRS). Inicialmente é apresentado um histórico sobre as relações estabelecidas entre as agências financiadoras internacionais e o governo brasileiro entre as décadas de 1940 e 1990. A seguir, são apresentadas e discutidas a concepção, a implementação e a avaliação do PEC feitas pelas instituições avaliadoras e pelos professores capacitandos de História. O PEC,através das ações que buscavam melhorar o desempenho dos professores, corroborou para a transformação da escola por meio da implementação de uma concepção de educação continuada, que passou a atender à lógica das competências. Contudo, a individualização dos processos educativos e a responsabilização individual pelo aprimoramento profissional implementados afastam os professores de sua categoria profissional, do seu coletivo, e das suas organizações contrapondo-se assim a uma qualificação profissional com relação social / Abstract: In this study we have performed an historical-sociological analysis of the Continual Education Program (Programa de Educação Continuada - PEC) implemented by the Secretary of Education from São Paulo State (Secretaria da Educação de São Paulo - SEE-SP), between 1996 and 1998, in regard to its relationships with the continual formation of the History teachers of the public network of elementary education from São Paulo State. This analysis was focused on the actions performed by Escola da Vila in the cities belonging to the region of Grande São Paulo. The main aims of this work were: 1) to analyze the relationship between public and private institutions in the implementation of the public policy in the field of education, specifically in regard to the continual education; 2) to analyze the process of conception, implementation and evaluation of the PEC concerning its particularities in the formation of History teachers and 3) to localize and make available documental resources, most of then unpublished, to researchers in the field. The documental bases of this work come from Escola da Vila Studies Center (Centro de Estudos da Escola da Vila - CEEV), Carlos Chagas Foundation and Center of Studies on Politics and Education Management from the Post-graduation Program of the Faculty of Education from the Federal University of Rio Grande do Sul (NEPGE-UFRS). Initially we presented an historic about the relationships established between the international financial agencies and the Brazilian government between the decades of 1940 and 1990. Next, we present and discuss the conception, implementation and evaluation of the PEC carried out by the evaluation institutions and History teachers. The PEC, by using actions that aimed to improve the teacher's performance, has collaborated to modify the school environment using the concept of continual education, which applies the logical of competences. However, the individualistic educational processes and to make individuals responsible for this own professional development has separated teachers from its professional category, from its collective, and from its collective organizations making difficult a professional qualification committed to the social / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

D.Phil. (Curriculum Studies) / The study highlights the conceptual and practical challenges in providing initial teacher education that promotes, amongst other factors, coherence with the prescribed school curriculum. It investigates a History Teaching Methods (HTM) course offered by a university in Kenya to clarify how course related documents, lectures, students’ microteaching lessons, and perceptions about these three aspects obtained from interviews with a teacher-educator and students addressed what the course had to provide as possibilities for the acquisition of professional knowledge and skills that would enable students to teach effectively the secondary school History and Government (H&G) subject. Through a review of literature on curriculum coherence and theories on ethical pedagogic practice and communication combined with primary data collected in Kenya, I explain the nature of the challenges in the HTM course. The challenges, I argue, are primarily a result of overlooking the disciplinary requirements of History. The findings suggest that misconceptions about professional responsibilities of the teacher-educators are largely responsible for the descriptive approach that characterises the pedagogical practices they promoted. The absence of engagement with disciplinary requirements in lectures contributed to the nature of the devices that were used by students to teach. In order to clarify the nature of these pedagogic challenges, I adopted a generic qualitative approach to the research. The direct contact and discussion with a teacher-educator and students enabled me to explore their understanding of the requirements of teaching history at school level. Through observations of lectures I established how the teacher-educators considered these requirements as important to the teacher education they provided. Through observing students’ microteaching lessons I was able to establish their understanding of the nature of historical knowledge and how it ought to be approached when teaching. The study contributes to the general field of teacher education by having devised a conceptual orientation that can be drawn on to establish what is necessary to teach school history effectively, namely, the importance of normative critical thinking and contextual sensitivity. In this study, I indicate the pedagogic processes that need to be considered and constantly in place to teach history by drawing on relevant paradigms and conceptual orientations belonging to the discipline. I found that teacher-educators underplay the importance of these factors and view them as having to be considered by academic entities that are directly involved with history as a discipline. It is due to this oversight that the programme seemed to emphasise descriptive and procedural orientations in initial teacher education. I conclude by suggesting that a course that educates student teachers for, amongst other reasons, teaching H&G at secondary school in Kenya, has to consider firstly, what is essential to history teaching and learning as a discipline and secondly that effective history teaching has to be informed by reasoning that is not only relevant to History as a discipline but also its practicality to the objectives of school history.