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ERIC Number: EJ1118212
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2227-7102
EISSN: N/A
Disciplinary History and the Situation of History Teachers
Fordham, Michael
Education Sciences, v2 p242-253 2012
A growing consensus in the history education community supports the idea that the discipline of history provides the best opportunity for moving beyond a "nation-building" or "skills-based" approach to teaching about the past. The social and temporal characteristics of the discipline of history mean such conclusions have important implications for teachers of history who must engage with that academic discipline when designing lessons for their pupils. In order to understand the process by which such a curriculum approach might be effected, it is necessary to posit a relationship between history teachers and the discipline of history that rests upon a theoretical model in which history teachers are understood both to represent and embody the discipline of history when teaching their pupils. A list of references and notes is included.
MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A