The British, the Tank, and That Czech: How Teachers Talk about People in History Lessons

Autor/inn/en	Honig, Michal; Porat, Dan
Titel	The British, the Tank, and That Czech: How Teachers Talk about People in History Lessons
Quelle	In: Theory and Research in Social Education, 47 (2019) 4, S.526-547 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2019.1577196
Schlagwörter	High School Teachers; History Instruction; Jews; Teaching Methods; Foreign Countries; Teacher Attitudes; Perspective Taking; Ethnography; Personal Narratives; Teacher Student Relationship; Public Schools; Israel + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; History lessons; Geschichtsunterricht; Jew; Jude; Jüdin; Juden; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lehrerverhalten; Zukunftsperspektive; Ethnografie; Erlebniserzählung; Teacher student relationships; Lehrer-Schüler-Beziehung; Public school; Öffentliche Schule
Abstract	In this article, we examined how high school teachers talked about people in history lessons and how they engaged in or shunned multiperspectivity aspects as they talked about people who lived in the past. Based on an analysis of 40 hours of observations of 5 different classes in 3 Jewish high schools in Israel according to the constructive-interpretive method, we found that in most of the lessons observed, few references were made to specific individuals. At the same time, many teachers talked about people in history by referring to generic people, to general categories of people, or by using personification. Using examples, we discuss the educational significance of the different ways history teachers talk about people in history through the prism of multiperspectivity as an aim in history education. We conclude that discussing the connections between the practice of talking about people in history lessons and multiperspectivity may contribute to teachers' awareness of another way they can promote multiperspectivity in class. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01