The study examines strategies used by voice coaches in small groups and how they apply cultural-mediating tools. The analysis is primarily based on Hultberg’s theory of cultural-psychological model of musical learning by making music (2009). However, here the strategies are defined as cultural tools through which knowledge is mediated, rather than as part of the framework.  Three voice coaches have been observed through video recordings: two at Swedish kommunala kulturskolor (municipal cultural schools) and one at a gymnasium’s (high school) arts program. The study focuses on similarities rather than differences between the voice coaches. According to the study, the voice coaches use ten thematically different strategies, which they combine in different ways and together with other kinds of cultural-mediating tools. The strategies are: routine, questions, placement, mirroring, focusing, openness, peer resources, listening and performance, body awareness, and happiness. According to the analysis, it is possible to adapt the education to the individual abilities of each student through the use of these strategies. In addition, the distributed knowledge becomes an asset for the individual student as well as for the group through interaction.

<p>Students perceive physics as a difficult teaching subject and have<br />prejudices&nbsp; about&nbsp; this&nbsp; subject&nbsp; before&nbsp; they&nbsp; get&nbsp; acquainted&nbsp; with&nbsp; its<br />content as a part of teaching physics. Poor students&rsquo; performance<br />in&nbsp; physics&nbsp; indicate&nbsp; the&nbsp; need&nbsp; to&nbsp; use&nbsp; appropriate&nbsp; strategies&nbsp; in&nbsp; the<br />teaching&nbsp; process&nbsp; that&nbsp; can&nbsp; help&nbsp; students&nbsp; in&nbsp; mastering&nbsp; physics<br />contents.&nbsp; Since&nbsp; there&nbsp; is&nbsp; a&nbsp; correlation&nbsp; between&nbsp; students&rsquo;<br />performance and metacognition, it is preferably to apply strategies<br />that at the same time encourage the development of metacognition.<br />In this paper a modified Know-Want-Learn strategy is proposed,<br />which&nbsp; can&nbsp; be&nbsp; used&nbsp; in&nbsp; teaching&nbsp; with&nbsp; the&nbsp; aim&nbsp; of&nbsp; encouraging<br />research and practical work. Within the modified strategy, students<br />fill&nbsp; in&nbsp; four&nbsp; columns:&nbsp; What&nbsp; I&nbsp; Think&nbsp; and&nbsp; what&nbsp; I&nbsp; know;&nbsp; What<br />Questions I have; How can I find out; and What I Learned.<br />The aim of the conducted research was to examine the impact of<br />the modified Know-Want-Learn strategy on students&rsquo; performance<br />and&nbsp; metacognition&nbsp; in&nbsp; primary&nbsp; school&nbsp; physics&nbsp; teaching.<br />Pedagogical&nbsp; experiment&nbsp; with&nbsp; parallel&nbsp; groups&nbsp; (experimental&nbsp; andcontrol) was carried out; 141 students (5 classes) of the sixth grade<br />(aged&nbsp; 11-12&nbsp; years)&nbsp; participated.&nbsp; Students&#39;&nbsp; performance&nbsp; was<br />assessed with the use of pre-test and post-test that were created for<br />the purpose of research, while questionnaire on metacognition was<br />used for evaluation of students&#39; metacognition. Statistical analysis<br />of&nbsp; the&nbsp; obtained&nbsp; data&nbsp; showed&nbsp; that&nbsp; the&nbsp; implementation&nbsp; of&nbsp; the<br />modified&nbsp; Know-Want-Learn&nbsp; strategy,&nbsp; in&nbsp; sixth&nbsp; grade&nbsp; primary<br />school&nbsp; physics&nbsp; teaching,&nbsp; has&nbsp; positive&nbsp; impact&nbsp; on&nbsp; students&#39;<br />performance&nbsp; and&nbsp; metacognition.&nbsp; Besides,&nbsp; it&nbsp; has&nbsp; been&nbsp; shown&nbsp; that<br />performance&nbsp; is&nbsp; not&nbsp; dependant,&nbsp; while&nbsp; metacognition&nbsp; is&nbsp; dependant<br />on students&#39; gender. On the basis of the obtained data, it was found<br />that&nbsp; there&nbsp; is&nbsp; statistically&nbsp; significant&nbsp; weak&nbsp; correlation&nbsp; between<br />students&#39;&nbsp; performance&nbsp; and&nbsp; metacognition.&nbsp; The&nbsp; research&nbsp; results<br />suggest&nbsp; that&nbsp; proposed&nbsp; strategy&nbsp; should&nbsp; be&nbsp; used&nbsp; in&nbsp; primary&nbsp; school<br />physics teaching.</p> / <p>Učenici&nbsp; doživljavaju&nbsp; fiziku&nbsp; kao&nbsp; težak&nbsp; nastavni&nbsp; predmet&nbsp; i&nbsp; imaju predrasude o fizici kao nauci i pre nego &scaron;to se upoznaju sa njenim sadržajem&nbsp; u&nbsp; okviru&nbsp; nastave&nbsp; fizike.&nbsp; Slaba&nbsp; postignuća&nbsp; učenika&nbsp; iz fizike ukazuju na potrebu da se u nastavi primenjuju odgovarajuće strategije&nbsp; koje&nbsp; mogu&nbsp; pomoći&nbsp; učenicima&nbsp; u&nbsp; savladavanju&nbsp; sadržaja fizike.&nbsp; S&nbsp; obzirom&nbsp; na&nbsp; to&nbsp; da&nbsp; postoji&nbsp; veza&nbsp; između&nbsp; postignuća&nbsp; i metakognicije&nbsp; učenika,&nbsp; poželjno&nbsp; je&nbsp; primenjivati&nbsp; strategije&nbsp; koje istovremeno&nbsp; podstiču&nbsp; razvoj&nbsp; metakognicije.&nbsp; U&nbsp; ovom&nbsp; radu&nbsp; je predložena modifikovana strategije Znam-Želim da&nbsp; znam-Naučio sam,&nbsp; koja&nbsp; se&nbsp; može&nbsp; koristiti&nbsp; u&nbsp; nastavi&nbsp; fizike&nbsp; s&nbsp; ciljem&nbsp; podsticanja istraživanja&nbsp; i&nbsp; praktičnog&nbsp; rada.&nbsp; U&nbsp; okviru&nbsp; modifikovane&nbsp; strategije učenici&nbsp; popunjavaju&nbsp; tabelu&nbsp; od&nbsp; četiri&nbsp; kolone:&nbsp; Mislim&nbsp; i&nbsp; znam; Pitanja koja imam; Kako mogu da saznam; i Naučio sam.Cilj&nbsp; sprovedenog&nbsp; istraživanja&nbsp; bio&nbsp; je&nbsp; da&nbsp; se&nbsp; ispita&nbsp; uticaj&nbsp; primene modifikovane&nbsp; strategije&nbsp; Znam-Želim&nbsp; da&nbsp; znam-Naučio&nbsp; sam postignuća&nbsp; i&nbsp; metakogniciju&nbsp; učenika&nbsp; u&nbsp; osnovno&scaron;kolskoj&nbsp; nastavifizike.&nbsp; U&nbsp; realizovanom&nbsp; pedago&scaron;kom&nbsp; eksperimentu&nbsp; sa&nbsp; paralelnim grupama&nbsp; (eksperimentalnom&nbsp; i&nbsp; kontrolnom),&nbsp; učestvovao&nbsp; je&nbsp; 141 učenik&nbsp; (5&nbsp; odeljenja)&nbsp; &scaron;estog&nbsp; razreda&nbsp; (uzrasta&nbsp; 11-12&nbsp; godina). Postignuća učenika su procenjena primenom inicijalnog i finalnog testa&nbsp; koji&nbsp; su&nbsp; kreirani&nbsp; za&nbsp; potrebe&nbsp; istraživanja,&nbsp; dok&nbsp; je&nbsp; za&nbsp; procenu metakognicije&nbsp; učenika&nbsp; kori&scaron;ćen&nbsp; upitnik&nbsp; o&nbsp; nivou&nbsp; metakognicije.<br />Statističkom obradom dobijenih podataka pokazano je da primena modifikovane&nbsp; strategije&nbsp; Znam-Želim&nbsp; da&nbsp; znam-Naučio&nbsp; sam,&nbsp; u realizaciji&nbsp; nastave&nbsp; fizike&nbsp; u&nbsp; &scaron;estom&nbsp; razredu&nbsp; osnovne&nbsp; &scaron;kole,pozitivno&nbsp; utiče&nbsp; na&nbsp; učenička&nbsp; postignuća&nbsp; i&nbsp; metakogniciju.&nbsp; Takođe,pokazano je da postignuća ne zavise, dok metakognicija zavisi od pola učenika. Na osnovu dobijenih podataka utvrđeno je da postoji statistički značajna slaba korelacija između učeničkih postignuća i metakognicije.&nbsp; Rezultati istraživanja&nbsp; ukazuju&nbsp; na to&nbsp; da&nbsp; bi opisana strategija trebalo da se koristi u osnovno&scaron;kolskoj nastavi fizike.</p>

Este trabalho de pesquisa objetiva promover o reconhecimento do contexto de ensino dos Centros de Estudos de Línguas (CEL), instituições mantidas pelo Governo do Estado de São Paulo por meio de um projeto que busca promover o acesso a jovens vinculados à rede estadual de ensino ao estudo de uma língua estrangeira, no contraturno do seu horário de estudo regular. Dessa forma, propomos verificar o percurso do ensino do Francês como Língua Estrangeira (FLE) nessas instituições e refletir sobre a adequação das estratégias de ensino utilizadas pelo professor ao contexto de ensino e de aprendizagem das turmas multisseriadas. Acreditamos que a abordagem acional, privilegiada pelo Cadre européen commun de référence pour les langues (CECRL)1, referencial para o ensino de línguas na Europa, pode contribuir para a harmonização das competências, das habilidades e dos conteúdos desenvolvidos bem como para a aproximação dos alunos que integram tais grupos. A fim de atingir tais objetivos, propomos um estudo teórico dos documentos oficiais referentes à criação e à implementação dos CEL e também daqueles que procuram oferecer diretrizes metodológicas para o ensino de idiomas. Buscamos, ainda, analisar os dados coletados em: entrevistas com os docentes do CEL, observação de aulas de FLE nesses estabelecimentos e relatórios de estágio de graduandos futuros professores de línguas em turmas multisseriadas, estabelecendo uma aproximação entre as estratégias de ensino que realmente são postas em prática pelo professor e averiguando em que medida a abordagem acional pode contribuir para o processo de ensino e de aprendizagem de línguas estrangeiras nesse contexto. / This research aims at promoting the understanding of the teaching context in Language Study Centers (CEL), institutions which enable students enrolled in any public school to study a second language after their regular school day. The CEL project is entirely supported by the São Paulo State Government. Therefore, this study aims at assessing the effectiveness of teaching French as a foreign language (FFL) in Language Centers, and reflect upon the adequacy of the teaching strategies adopted by teachers in their multigrade classes. We believe that the action-oriented approach adopted in the Common European Framework of Reference for Languages (CEFR), which guides language teaching in Europe, may contribute not only to the use of content, abilities, and competencies developed in the classroom, but also to bringing together the students in CEL groups. In order to achieve such goals, this study proposes a theoretical study of the official documents addressing the creation and implementation of Language Centers. We will also analyze the documents that structure the methodological guidelines for language teaching. Finally, we will assess the data gathered from interviews with CEL teachers, classroom observation, and reports written by undergraduate students, who are likely to become French teachers in multigrade classrooms. Our goal is to establish an approximation between teaching strategies that are actually applied during classes and observe to what extent the action-oriented approach can contribute to foreign language teaching and the learning process in the CEL context.

Made available in DSpace on 2016-04-28T20:57:43Z (GMT). No. of bitstreams: 1 Ana Maria de Paula Siqueira.pdf: 1861951 bytes, checksum: 7478d35f7b368718a71ba909a825d59e (MD5) Previous issue date: 2008-10-15 / This research has aimed at identifying, by means of interviews with five female teachers from the Public System of State and Local Teaching, that contents of Sciences proposed by the National Curriculum Parameters ("NCP") are significant from the social, economic, cultural and scientific view points for the acquisition of school knowledge by the pupils from the 6th and 7th grades of the Fundamental Teaching. As our hypothesis was that the teachers knew the NCPs, one has aimed at verifying, with the teachers pseudonymously named Clara, Lia, Polyana, Rosa and Susi, which contents are really worked, how they are transmitted, which problems and difficulties are found when managing them and what said teachers consider important to learn in order to become a better Sciences teacher. One has also researched if these teachers know the purposes and use them in their school Planning or when drafting their classes. The strategies to facilitate the collection of data and the achievement of goals have been created from the qualitative research and the use of interviews. The analysis of the interviewed teachers´ speeches has allowed comprehending how the NCPs have arrived at the schools and how the teaching of Sciences has been developing in the Fundamental Teaching. This analysis has been elaborated in four steps: 1st) characterization of the schools and the interviewed teachers; 2nd) presentation and analysis of each interviewed teacher´s data; 3rd) testimonial survey of the inferences and categories; and 4th) analysis of all the categories. After these steps of analysis one has created a dialogue between the teachers´ speeches and the cited theorists, and one has finally aimed at describing the results, which have showed how the teaching of Sciences has been developing under a traditional fashion and the NCPs have not yet arrived at the classroom / Esta pesquisa buscou identificar, a partir de entrevistas com cinco professoras da Rede Pública de Ensino Estadual e Municipal, que conteúdos de Ciências propostos pelos Parâmetros Curriculares Nacionais são relevantes do ponto de vista social, econômico, cultural e científico para a aquisição de conhecimento escolar pelos alunos de 6ª e 7ª séries do Ensino Fundamental. Como a nossa hipótese era de que os professores conhecessem os PCNs, buscou-se saber com as professoras, que foram denominadas pelos pseudônimos de Clara, Lia, Polyana, Rosa e Susi, quais os conteúdos são de fato trabalhados, como são transmitidos, quais os problemas e dificuldades encontradas para ministrá-los e o que consideram importante aprender para se tornarem um melhor professor de Ciências. Pesquisou-se, ainda, se as professoras conhecem as propostas e as utilizam no seu Planejamento da escola ou no preparo de suas aulas. As estratégias para facilitar a coleta de dados e alcance dos objetivos foram criadas a partir da pesquisa qualitativa pela aplicação de entrevistas. A análise dos discursos das entrevistadas permitiu compreender como os Parâmetros Curriculares Nacionais chegaram nas escolas, e como o ensino de Ciências vem sendo desenvolvido no Ensino Fundamental. Esta análise foi elaborada em quatro momentos: 1º) caracterização das escolas e das entrevistadas; 2º) a apresentação e análise dos dados de cada uma das entrevistas; 3º) o levantamento dos depoimentos, das inferências e das categorias, 4º) análise de todas as categorias. Após os momentos de análise, fez-se um diálogo entre as falas das professoras e os teóricos citados e, finalmente, buscou-se descrever os resultados, que mostraram, como o ensino de Ciências vem sendo desenvolvido de forma tradicional e que os PCNs, ainda não chegaram à sala de aula

Orientadora: Profª Drª Márcia Helena Alvim / Dissertação (mestrado) - Universidade Federal do ABC, Programa De Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, 2014. / Este trabalho tem como objetivo principal salientar as potencialidades de inclusão da História das Ciências no ensino de Ciências Naturais nas séries iniciais da Educação Básica. A criança traz para o ambiente escolar seu conhecimento prévio sobre a natureza já nas primeiras séries de escolarização. Algumas dessas concepções são construídas a partir do contato com as diversas mídias presentes no cotidiano infantil. A inclusão da História das Ciências ao ensino foi proposta pelos PCN¿s, a fim de promover a construção da cidadania ao levar o aluno à reflexão sobre a ciência e sua construção. A ciência, enquanto atividade humana não é neutra, mas passível de mudanças e sua produção está ligada a questões sociais, econômicas e culturais e tais ponderações realizam a aproximação da ciência pelos alunos. O enfoque em Ciências, Tecnologia e Sociedade, é a proposta de trabalho orientada pelos PCN¿s, no sentido de evidenciar as inter-relações entre explicação científica, tecnológica e tomadas de posicionamento perante questões do dia-a-dia. Contudo, reconhecemos que ainda hoje no Brasil tais indicações feitas pelo documento permanecem estanques das salas de aula. Deste modo, apresentamos nesta pesquisa possibilidades para o trabalho com História das Ciências no ensino fundamental I, através de estratégias didáticas metodológicas, utilizando recursos do próprio universo infantil, como: filmes, histórias em quadrinhos, fotografias e textos, com objetivo de promover leitura de imagens, pesquisas e debates, sistematização dos conhecimentos adquiridos, divulgação dos resultados, levando o aluno à reflexão sobre a concepção de ciência; sobre a construção dos conhecimentos científicos e a visão de cientista divulgada nas mídias. Discutindo o desenvolvimento e aperfeiçoamento da Ciência, estimulando uma aprendizagem significativa, respeitando a faixa etária da criança e sua capacidade de meditação e argumentação. / This paper aims to highlight the potential of including the history of science to the teaching of natural sciences in the early grades of basic education. The child brings to the school environment prior knowledge about the nature already in the early grades of schooling. Some of these concepts are constructed from contact with various media present in children's daily lives. The inclusion of the history of science teaching was proposed by the PCN¿s in order to promote the construction of citizenship to take the student to reflect on the science and its construction. Science, with human activity, is not neutral, is subject to change and their production is linked to social, economic and cultural issues and perform such weighting approach of science by students. The focus on Science, Technology and Society, is the proposed work guided by the PCN's, to show the interrelationships between technological scientific explanation, and taken position before issues of day-to-day. However, we recognize that today in Brazil such statements made by the document remain distant from classrooms. Thus, we present this research possibilities for working with the History of Science in elementary school through methodological teaching strategies, using resources of childhood itself, such as: movies, comics, photographs and texts, with the aim of promoting reading images, research and debate, systematization of acquired knowledge, dissemination of results, leading the student to reflect on the concept of science; on the construction of scientific knowledge and the vision scientist published in the media. Discussing the development and improvement of science, encouraging meaningful learning, respecting the age of the child and their ability to meditation and reasoning.

Orientador: Lígia Maria Presumido Braccialli / Banca: Júlio Romero Ferreira / Banca: Tânia Moron Saes Braga / Resumo: A compreensão da importância da aplicação dos vários recursos e estratégias de ensino, utilizados em sala de aula, é fundamental para a obtenção de respostas a questões que envolvem um ensino heterogêneo, que respeite a diversidade dos alunos e possibilite sua aprendizagem. Objetivou-se com esse estudo identificar a percepção do professor do ensino regular da cidade de Marília sobre recursos e estratégias para o ensino do aluno deficiente e sua relação com o processo de ensino e aprendizagem desse aluno quando inserido em sala de aula. Participaram do estudo 68 professores da cidade de Marília que tinham alunos deficientes inseridos em suas salas. A pesquisa foi realizada através de dois estudos específicos. 1) Mudanças na prática pedagógica, identificadas pelo professor do ensino regular, para o ensino do aluno deficiente inserido em sua sala, e 2) Percepção do professor sobre sua prática pedagógica, para o ensino do aluno deficiente inserido em sua sala... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Understanding the importance of using various teaching resources and strategies in the classroom is fundamental to find the answers to issues involving a heterogeneous teaching that respects the students' diversity and promotes their learning. The purpose of the present study was to identify the regular school teacher's perception of the resources and strategies to teach handicapped children and the relationships between the teaching and learning of this student when inserted in the classroom. Sixty-eight teachers in the city of Marilia who had handicapped children inserted in their classrooms participated in the study. The research was carried out in 2 specific studies: 1) Changes in the pedagogical practice identified by the regular school teachers who had handicapped students in their classrooms, and 2) The teachers' perception of their pedagogical practice in teaching the handicapped student inserted in their classrooms... (Complete abstract, click electronic address below) / Mestre

Este trabalho de pesquisa objetiva promover o reconhecimento do contexto de ensino dos Centros de Estudos de Línguas (CEL), instituições mantidas pelo Governo do Estado de São Paulo por meio de um projeto que busca promover o acesso a jovens vinculados à rede estadual de ensino ao estudo de uma língua estrangeira, no contraturno do seu horário de estudo regular. Dessa forma, propomos verificar o percurso do ensino do Francês como Língua Estrangeira (FLE) nessas instituições e refletir sobre a adequação das estratégias de ensino utilizadas pelo professor ao contexto de ensino e de aprendizagem das turmas multisseriadas. Acreditamos que a abordagem acional, privilegiada pelo Cadre européen commun de référence pour les langues (CECRL)1, referencial para o ensino de línguas na Europa, pode contribuir para a harmonização das competências, das habilidades e dos conteúdos desenvolvidos bem como para a aproximação dos alunos que integram tais grupos. A fim de atingir tais objetivos, propomos um estudo teórico dos documentos oficiais referentes à criação e à implementação dos CEL e também daqueles que procuram oferecer diretrizes metodológicas para o ensino de idiomas. Buscamos, ainda, analisar os dados coletados em: entrevistas com os docentes do CEL, observação de aulas de FLE nesses estabelecimentos e relatórios de estágio de graduandos futuros professores de línguas em turmas multisseriadas, estabelecendo uma aproximação entre as estratégias de ensino que realmente são postas em prática pelo professor e averiguando em que medida a abordagem acional pode contribuir para o processo de ensino e de aprendizagem de línguas estrangeiras nesse contexto. / This research aims at promoting the understanding of the teaching context in Language Study Centers (CEL), institutions which enable students enrolled in any public school to study a second language after their regular school day. The CEL project is entirely supported by the São Paulo State Government. Therefore, this study aims at assessing the effectiveness of teaching French as a foreign language (FFL) in Language Centers, and reflect upon the adequacy of the teaching strategies adopted by teachers in their multigrade classes. We believe that the action-oriented approach adopted in the Common European Framework of Reference for Languages (CEFR), which guides language teaching in Europe, may contribute not only to the use of content, abilities, and competencies developed in the classroom, but also to bringing together the students in CEL groups. In order to achieve such goals, this study proposes a theoretical study of the official documents addressing the creation and implementation of Language Centers. We will also analyze the documents that structure the methodological guidelines for language teaching. Finally, we will assess the data gathered from interviews with CEL teachers, classroom observation, and reports written by undergraduate students, who are likely to become French teachers in multigrade classrooms. Our goal is to establish an approximation between teaching strategies that are actually applied during classes and observe to what extent the action-oriented approach can contribute to foreign language teaching and the learning process in the CEL context.

What do history teachers teach about? How do they represent it? Why do they choose to teach the way they do? The main purpose of this study is to analyse what teaching patterns and strategies history teachers in lower secondary schools use in their history teaching for pupils aged 13-16. An additional aim is to get hold of how teachers transform their knowledge and experiences into history teaching. The results are then compared to previous research concerning teaching strategies for history teachers in upper secondary schools. The language the teachers use when they talk about their teaching is also compared to the language found in the field of history didactic research.   Through interviews with five experienced history teachers in two different school contexts their own speech about what they regard as the aim of the teaching of history, what they choose to teach about and what methods they use in history teaching make the foundation for this empirical study. It is the teachers’ words about their own practice, i.e. the thought processes of experienced teachers that are in focus.   Although the study is based on the method of semi-structured qualitative interviews and in some aspects can be regarded as a Grounded Theory study, one theoretical point of view is developed from the thoughts around transformation of the subject history. It concerns how the teachers approach history teaching and what factors the teachers talk about as the main factors of influence.   The study shows both similarities and differences between the teachers’ teaching patterns and strategies as well as between the teachers at lower secondary schools compared to those who teach at upper secondary schools. There seem to be individual patterns for each teacher where their subject matter competence alongside with their personal experiences and interest for the subject history are factors that seem to influence the way the teachers teach. The pupils are one main factor that seems to be important for the teachers in lower secondary schools, as is the use of the national curriculum when planning their teaching. Concerning transformation the question about what methods to use is observed to be the most central. The didactic why, what and how-questions in history teaching are found to be intertwined, and together they build what can be viewed as a teacher’s subject didactic teaching pattern. There are only hints that some of the teachers have developed more sustainable and consequent strategies for their history teaching. One result is that teachers, although they in some sense talk about historical didactic concepts, lack a historical didactic vocabulary to talk about their teaching. / Baksidestext Vad väljer historielärare att undervisa om, vilka metoder används och varför gör lärarna de val de gör? I denna studie intervjuas fem erfarna högstadielärare i två olika skolkontexter. Lärarnas tal om vilka mål, vilket innehåll och vilka metoder som har varit mest centrala under deras senast genomförda historieundervisning ligger till grund för en beskrivning och tolkning av den didaktiska processen där lärare omformar sina ämneskunskaper och erfarenheter till konkret undervisning. De termer och begrepp lärarna använder när de talar om sin historieundervisning är liksom de omformningsfaktorer som påverkar lärarna i den didaktiska processen också av intresse. Resultatet visar att lärarna har funnit särskilda sätt att hantera skolämnet historia vilka kan betraktas som en lärares undervisningsmönster eller, i de fall där mönstret är mer varaktigt och sammanhållet, kan benämnas undervisningsstrategi. Studiens resultat visar både likheter och skillnader mellan lärarna, samt i jämförelse med tidigare studier av gymnasielärares undervisningsstrategier. Det språk lärarna använder liknar snarare den vokabulär som syns i läroplaner och läroböcker än det språk som används i historiedidaktisk forskning.

<p>The aim of this study has been to investigate, through the narratives of ex-perienced teachers, insights and strategies in the teaching of history in upper secondary school. Based on a flexible grounded theory, life history and theories of pedagogical content knowledge, seven experienced history teachers have been interviewed about their conceptions of history teaching.</p><p>Development of insights into history teaching and the formation of knowledge can be described as involving both a refinement of practice and more revolutionary turning points. These insights emphasize that good knowledge of the subject is central for legitimacy and creativity. History teaching in Sweden is described as increasingly international and contem-porary, and focussed on students’ learning from various points of view. Varied teaching is stressed with the teacher in centre and also being able to take the role of arranger. Of importance is also the handling of teaching in history as a foundation course as well as an advanced or specialized course.</p><p>Influences from other subjects have had a diverse impact at the same time as personal interests and experiences, as well as external influences, have been important for the development of strategies. History teachers’ teaching strategies may be described in terms of 1) multiperspectivity, where different points of view and interpretations of history are central; 2) narrative history, where through both major and minor stories, a chronological structure and animation of the subject of history are strived after; 3) social scientific history, which uses history to explain contemporary society through making comparisons and seeking general patterns; and 4) an eclectic strategy, which strives after varieties of an individualised teaching of history by allowing students to make their ways into history in diverse ways. The experienced history teachers’ narratives make evident how the subject of history can be transformed, they demonstrate different conceivable ways of teaching history and reveal its complexity.</p><p>The teachers’ narratives show how, through their strategies in interaction with their insights in history teaching, they have created an overview and structure in the complex reality of teaching history. The teachers’ insights and strategies constitute a practice based contribution to a more experience informed practice and research on the teaching of history.</p>

The aim of this study has been to investigate, through the narratives of ex-perienced teachers, insights and strategies in the teaching of history in upper secondary school. Based on a flexible grounded theory, life history and theories of pedagogical content knowledge, seven experienced history teachers have been interviewed about their conceptions of history teaching. Development of insights into history teaching and the formation of knowledge can be described as involving both a refinement of practice and more revolutionary turning points. These insights emphasize that good knowledge of the subject is central for legitimacy and creativity. History teaching in Sweden is described as increasingly international and contem-porary, and focussed on students’ learning from various points of view. Varied teaching is stressed with the teacher in centre and also being able to take the role of arranger. Of importance is also the handling of teaching in history as a foundation course as well as an advanced or specialized course. Influences from other subjects have had a diverse impact at the same time as personal interests and experiences, as well as external influences, have been important for the development of strategies. History teachers’ teaching strategies may be described in terms of 1) multiperspectivity, where different points of view and interpretations of history are central; 2) narrative history, where through both major and minor stories, a chronological structure and animation of the subject of history are strived after; 3) social scientific history, which uses history to explain contemporary society through making comparisons and seeking general patterns; and 4) an eclectic strategy, which strives after varieties of an individualised teaching of history by allowing students to make their ways into history in diverse ways. The experienced history teachers’ narratives make evident how the subject of history can be transformed, they demonstrate different conceivable ways of teaching history and reveal its complexity. The teachers’ narratives show how, through their strategies in interaction with their insights in history teaching, they have created an overview and structure in the complex reality of teaching history. The teachers’ insights and strategies constitute a practice based contribution to a more experience informed practice and research on the teaching of history.