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ERIC Number: ED518765
Record Type: Non-Journal
Publication Date: 2011-Apr-8
Pages: 55
Abstractor: As Provided
Reference Count: 45
A Longitudinal Study of Learning to Teach History as Interpretation
Martell, Christopher C.
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, Apr 8-12, 2011)
Over the past decade many social studies educators have called for teachers to engage their students in historical interpretation. This case study examined the beliefs and practices related to engaging students in historical interpretation of four secondary social studies teachers from their teacher preparation through their first year in the classroom. The results corroborated arguments that classroom control and a limited understanding of history content are major barriers preventing teachers from teaching history as interpretation. However, the results also found teachers believed a better development of their own practical "toolkit" to engage their students in historical interpretation would have helped them overcome these barriers. Appended to this document are: (1) Appendix A: Interview Protocols; and (2) Appendix B: Observation Field Notes: Teacher Classroom. (Contains 1 table and 2 footnotes.)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A