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ERIC Number: ED436494
Record Type: Non-Journal
Publication Date: 1997-Jul
Pages: 53
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Stalking the Schoolwork Module: Teaching Prospective Teachers To Write Historical Narratives.
Vinten-Johansen, Peter; McDiarmid, G. Williamson
This paper explored whether a highly structured experience in writing historical narratives would help student teachers learn this form of writing and the character of historical knowledge. The paper begins by discussing the role of narrative in learning history. The study involved a historiography course that was designed for students to study what Darwin wrote while on a particular voyage. Students selected a focused topic and wrote a historical narrative. They also wrote two essays on historical methodology. Researchers collected data from students' formal writing, field notes, interviews with the teacher, and discussions with students. Data analysis indicated that students did not necessarily learn to write in the narrative form because they had taken a number of history courses. Few history courses, even at the upper levels, included direct, explicit instruction on how to craft convincing historical narratives. Students needed to be explicitly taught extended forms of historical writing in ways that made transparent each step in the process. Instructors had to contend with students' prior experiences with the subject matter. The eight appendixes present class assignment sheets. (Contains 71 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A