A Longitudinal Study of Learning to Teach History as Interpretation

Autor/in	Martell, Christopher C.
Titel	A Longitudinal Study of Learning to Teach History as Interpretation
Quelle	(2011), (55 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Historical Interpretation; Social Studies; Longitudinal Studies; History Instruction; Case Studies; Teacher Attitudes; Secondary School Teachers; Preservice Teacher Education; Beginning Teachers; Student Motivation; Barriers; Urban Universities; Student Teachers; Student Teaching; Interviews; Observation; Classroom Environment; Pedagogical Content Knowledge; Teacher Education Programs + Suchen Sie Ihr Suchwort? Historische Interpretation; Gemeinschaftskunde; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; History lessons; Geschichtsunterricht; Case study; Fallstudie; Case Study; Lehrerverhalten; Lehramtsstudiengang; Lehrerausbildung; Junior teacher; Junglehrer; Schulische Motivation; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Interviewing; Interviewtechnik; Beobachtung; Klassenklima; Unterrichtsklima; Pädagogische Kompetenz
Abstract	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.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10