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ERIC Number: ED377125
Record Type: RIE
Publication Date: 1993-Nov
Pages: 46
Abstractor: N/A
ISSN: ISSN-1054-7673
The Teaching and Learning of History--From the Inside Out. NCRTL Special Report.
McDiarmid, G. Williamson; Vinten-Johansen, Peter
This document comprising of two essays, "Challenging Prospective Teachers' Understandings of History" (G. Williamson McDiarmid) and "Reflections of a Journeyman Historian" (Peter Vinten-Johansen), provides a uniquely detailed account of what students study and learn in a historiography course. The course described is unusual in its attention to the epistemological issues stressed in emerging curriculum standards. These papers give vivid impressions of what this course meant to both students and professor. These impressions, combined with the evidence about what students learned, begin to suggest how one might understand the substance and sources of subject matter knowledge of teachers in several fields. The papers do not suggest an easy solution, but do provoke reflection on what the current reforms ask of teachers, and what is reasonable to expect those teachers to know. The first paper describes the study of an undergraduate historiography course, the historiography seminar on the Spanish Armada, and a rationale for the workshop approach to history. It includes dialogue from students and a table of components of the history workshop and corresponding understandings of history that the experiences are designed to develop. Students' thinking about history is discussed. The second article by Vinten-Johansen gains added interest by describing not only the instructor's perspective on the course, but also his account of how he came to teach a course with this focus. The first article contains 42 references. (DK)
Michigan State University, National Center for Research on Teacher Learning, College of Education, 116 Erickson Hall, East Lansing, MI 48824-1034 ($8.10).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.
Grant or Contract Numbers: N/A