English history teachers' views on what substantive content young people should be taught.

Autor/inn/en	Harris, Richard; Burn, Katharine
Titel	English history teachers' views on what substantive content young people should be taught.
Quelle	In: Journal of curriculum studies, 48 (2016) 4, S. 518-546Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2015.1122091
Schlagwörter	Secondary School; Curriculum; Geschichte (Histor); Geschichtsunterricht
Abstract	Public and policy discourse about the content of history curricula is frequently contested, but the voice of history teachers is often absent from such debate. Drawing on a large-scale online survey of history teachers in England, this paper explores their responses to major curriculum reforms proposed by the Coalition government in February 2013. In particular, it examines teachers' responses to government plans to prescribe a list of topics, events and individuals to be taught chronologically that all students would be expected to study. Nearly 550 teachers responded to the survey, and more than two-thirds of them provided additional written comments on the curriculum proposals. This paper examines these comments, with reference to a range of curriculum models. The study reveals a deep antagonism towards the proposals for various reasons, including concerns about the extent and nature of the substantive content proposed and the way in which it should be sequenced. Analysis of these reactions provides an illuminating insight into history teachers' perspectives. Whilst the rationales that underpin their thinking seem to have connections to a variety of different theoretical models, the analysis suggests that more attention could usefully be devoted to the idea of developing frameworks of reference.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2016/4