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.

The aim of the study was to report and evaluate a programme of teacher development in which the teachers themselves would be actively involved. A case study approach was adopted to monitor the programme of teacher development for history teachers within the context of six high schools in the rural area of Nongoma between July 1992 and December 1993. The teachers worked collectively in identifying, analysing and classifying the needs that were relevant to their particular circumstances. Teachers were observed in real classroom situations and commented on their experiences after working collectively. After being observed in real classroom situations teachers attempted to use teaching methods other than those they had been using before. Teaching methods attempted included group work, the skills-based approach and teaching for empathy. Recommendations were made for further teacher development. These included: putting time aside for professional development for such activities to be successful; assisting teachers during pre-service training to produce cheap teaching aids; and encouraging teachers to identify their needs in the field of professional development. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1996.

Sammanfattning Syftet med uppsatsen är att ge en bild av hur verksamma historielärare pratar om och arbetar med det mångkulturella uppdraget som ligger latent i all undervisning i skolan. Mångkulturalitet i det här avseendet fokuserar på hur lärare tänker kring etnisk mångfald och på hur detta avspeglas i undervisningen. För att kunna uppfylla uppsatsens syfte har historielärare som är genuint intresserade av mångfaldsfrågor intervjuats, eftersom ett genuint intresse också betyder en större medvetenhet om sin historieundervisning utifrån ett mångkulturellt perspektiv. Metoden som används är kvalitativ, eftersom detta har kunnat ge det bästa resultatet, då uppsatsen handlar om att få ta del av verksamma lärares erfarenheter, tankar och dagliga arbete. För att kunna tolka lärarnas utsagor har en modell som är en sammanställning av olika forskares resultat gällande det mångkulturella perspektivets integrering i historieundervisningen använts. Resultatet från intervjuerna har visat att lärarnas arbetssätt inte når den högsta nivån av integrering (trots att lärarna har ett genuint intresse för mångfaldsfrågor), vilket gör att man börjar tvivla på om en total mångkulturell integrering är möjlig. Dessutom visar resultatet att lärare har en tendens till att beskriva sin undervisning med ord som gör att man kan härleda till enligt den tyska eller den anglosaxiska historiedidaktiken. / Abstract The purpose of this essay is to present a depiction of how history teachers talk about and work with school’s multicultural mission. Multiculturalism in this sense focuses on how teachers think about ethnic diversity and how it can be seen in the teaching itself. In order to fulfill the purpose of this essay some teachers with a genuine interest in questions about multiculturalism have been interviewed. Since a genuine interest also implies a higher awareness about the multicultural perspective in teaching. To get teachers’ personal experiences and thoughts on education and the multicultural mission a qualitative method is used, which will provide the best result. A model that put together different researchers’ result about different levels of multicultural integration has been used to interpret the teachers’ statements. The result from the interviews show that the teachers’ work with the multicultural perspective does not reach the highest level of multicultural integration in the model (even though the teachers have a genuine interest in questions about multiculturalism), and this result raises a doubt if the highest level of integration is even possible for teachers to achieve. The result also shows that teachers use words when they talks about their teaching that point to either German or Anglo-Saxon didactics.

Thesis (Ph.D.)--University of Tulsa, 1994. / Includes bibliographical references (leaves 174-191).

Thesis (Ph. D.)--University of Hawaii at Manoa, 2003. / Includes bibliographical references (leaves 176-185).

D.Phil. / History education is part of the intellectual project of high school education and its textbooks matter in terms of their educational brief. History textbooks have a significant role to play, especially in South African classrooms where many teachers have no access to any other media or subject knowledge. Moreover, textbooks represent a sample of a body of knowledge, which can be understood to pass on a sociocultural inheritance, encoded in language and images, as they record the education system's epistemological position in a 'slice in time' with the prevailing mindset in it. This mindset is partly captured in the curriculum, which can be interpreted to affirm that controlling the present and shaping the future rely to some extent on controlling the manner in which the past is presented. The study aims to find out how texts construct or encode this mindset, and how the strategy of their constructors can be recognised or decoded. This aim is realised through exploring a particular topic, namely that of theories of race and racism and their impact, in a set of 10 officially approved grade 11 history textbooks and their teacher guides. To fit the aim of this study, sociocultural theory was deemed as appropriate for the overall lens informing the methods of text analysis and the discussion of the findings. From such a theoretical perspective, instruction and accompanying semiotic tools are considered to be a major avenue for mediating students' /pupils' motives, cognition, and their social development, and hence textbooks, as instructional media, can be regarded as important mediating tools. To investigate this dynamic I pose two research questions: Firstly, how can an interdisciplinary approach to textual analysis be utilised to construct a model for textbook analysis? This question arises from a lack of theoretical, epistemological and ontological considerations of textbook research and addresses a gap in the literature. The second question is, how can such a model be demonstrated 'in action' to analyse one theme in a series of 10 grade 11 history textbooks? Given the historical theme of the impact of 19th century race theories leading to genocide, this research has a humanistic interest in the subject matter and this, in turn, defined the bounded case of this inquiry. The methods are my own hybrid of hermeneutic analysis, discourse analysis, visual analysis, question (pedagogic) analysis, critical analysis, and semiotic analysis. These are all interpretive methods, which are suitable for an inquiry into meaning-making. To realise the aim of constructing an interdisciplinary model for text analysis, I devised five categories or dimensions, namely "making own historical knowledge", "learning empathy", "positioning a textual community", "fashioning stories", and "orientating the reader". These five dimensions are explained in detail, both their deduction from theory and their induction into the research process. These dimensions, once stabilised, had become heuristic devices that guided not only the way I looked for 'answers' to the research questions, but also the overall structure of the thesis.

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.

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

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.