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ERIC Number: EJ1144703
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 47
Teaching for "Historical Understanding": What Knowledge(s) Do Teachers Need to Teach History?
Tambyah, Mallihai M.
Australian Journal of Teacher Education, v42 n5 Article 3 p35-50 May 2017
Recent curriculum reform in history in Australia promotes "historical understanding" through discipline-based teaching practice. However, many middle school teachers are new to the scope of historical knowledge and skills required. This paper reports on a case study of five Queensland teachers in one secondary school who undertook a school-based trial of the Year 8 Australian Curriculum: History in 2012-2013. Drawing on notions of historical consciousness and frameworks for curriculum alignment, the case study indicates that the intent of the stated curriculum to develop concepts of "historical understanding" is undermined by two factors--first, teachers' inadequate knowledge of the scope of the curriculum and second, a patchy understanding of how key substantive and procedural historical concepts contribute to "historical understanding". The research identified significant gaps in the disciplinary knowledge of history teachers and makes recommendations for pre-service and in-service history teacher education.
Descriptors: History, History Instruction, Inservice Teacher Education, Pedagogical Content Knowledge, Preservice Teacher Education, Foreign Countries, National Curriculum, Case Studies, Teaching Methods, Educational Change, Concept Formation, Politics of Education, Middle School Teachers, Teacher Attitudes, Semi Structured Interviews, Focus Groups
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A
Identifiers - Location: Australia